VIETNAM NATIONAL UNIVERSITY HCMC

INTERNATIONAL UNIVERSITY
School of Business

COURSE SYLLABUS
Course Name: Business Communication
Course Code: BA006IU

1. General information

Course This course is designed to provide students with a strong foundation in

designation communicating at the workplace, focusing on: (1) communicating in the digital-
age workplace, (2) developing business writing skills, (3) embracing
professionalism at work, (2) developing business presentation skills, (4)
preparing for successful job search, resumes, cover letters, and job interviews.
Semester(s) in 1, 2
which the
course is taught
Person Nguyen Tan Minh
responsible for
the course
Language English
Relation to Compulsory
curriculum
Teaching Lecture, lesson, project, presentation.
methods
Workload (incl. (Estimated) Total workload: 135
contact hours, Contact hours (please specify whether lecture, exercise, laboratory session, etc.):
self-study 45
hours)
Self-study includes examination preparation, specified in hours1: 90
Credit points 3

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When calculating contact time, each contact hour is counted as a full hour because the organization of the
schedule, moving from room to room, and individual questions to lecturers after the class, all mean that about 60
minutes should be counted.

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Required and None
recommended
prerequisites for
joining the
course
Course This course is designed to give students a comprehensive view of
objectives communication, its scope and importance in business, and the role of
communication in establishing a favorable outside the firm environment, as well
as an effective internal communications program. The various types of business
communication media are covered. This course also develops an awareness of the
importance of succinct written expression to modern business communication.
Course learning Upon the successful completion of this course students will be able to:
outcomes Competency level Course learning outcome (CLO)
R LO1. Identify the role and process of communication, as
well as different communication methods (listening,
speaking, writing)
R LO2. Discuss contemporary trends, opportunities and
challenges of communication in the digital-age workplace
M LO3. Effectively perform different types of business
communication, including business writings, oral
presentation and employment correspondence

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 Content The description of the contents should clearly indicate the weighting of the
content and the level.
Weight: lecture session (3 hours)
Teaching levels: I = Introduced, R = Reinforced and opportunity to practice, M =
Mastery
Topic Weight Level
Communicating in the Digital-Age Workplace 1 I
Professionalism at Work: Business Etiquette, Ethics, 1 R
Teamwork, and Meetings
Business Presentations 1 R, M
Planning Business Messages 0.5 I, R
Organizing and Drafting Business Messages 0.5 I, R
Revising Business Messages 0.5 I, R
Short Workplace Messages and Digital Media 0.5 I, R
Positive Messages 1 R, M
Negative Messages 1 R, M
Persuasive and Sales Messages 1 R, M
Informal Reports 1 R, M
Proposals and Formal Reports 1 I, R
The Job Search and Resumes in the Digital Age 1 R, M
Interviewing and Following Up 1 R, M
Examination Short-answer questions, Messages writing questions
forms
Study and Attend more than 80% of class meetings in order to take the final exam (Your
examination name will be called randomly to answer questions during class discussion. If you
requirements do not show up to answer the question, you will be marked as absent for that
class.)
. Show respect to the instructor and classmates.
. Actively participate in class activities
. Fulfil tasks given by instructor after class
. Access Blackboard for announcements, assignments, and materials of the course
Reading list Main textbooks:
Mary Ellen Guffey & Dana Loewy, Essentials of Business Communication, 11th
edition, Thompson South Western.

2. Learning Outcomes Matrix (optional)

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The relationship between Course Learning Outcomes (CLO) (1-3) and Program Learning
Outcomes (PLO) (1-6) is shown in the following table:
PLO
CLO 1 2 3 4 5 6
1 X X X
2 X X X
3 X X X

3. Planned learning activities and teaching methods

Learning
Week Topic CLO Assessments activities Resources

Chapter 1: Communicating in the Textbook,

2 Lecture
Digital-Age Workplace Blackboard
1
Chapter 11: Professionalism at Work:
Textbook,
Business Etiquette, Ethics, 1, 2 Lecture
Blackboard
2 Teamwork, and Meetings Assignment 1
Textbook,
Chapter 12: Business Presentations 1-3 Lecture
3 Blackboard
Chapter 2: Planning Business
Messages Textbook,
1-3 Lecture
Chapter 3: Organizing and Drafting Blackboard
4 Business Messages
Chapter 4: Revising Business
Messages Textbook,
1-3 Lecture
Chapter 5: Short Workplace Blackboard
5 Messages and Digital Media

Textbook,
Chapter 6: Positive Messages 1- 3 Lecture
Blackboard
6 Assignment 2

Textbook,
Chapter 7: Negative Messages 1-3 Lecture
Blackboard
7

Midterm Review 1-3 Tutorial

8 Presentation
Midterm Examination

Textbook,
Chapter 7: Negative Messages 3 Lecture
Blackboard
9 Assignment 3
10 Chapter 8: Persuasive and Sales Textbook,
3 Lecture
18/11 Messages Blackboard

Chapter 10: Proposals and Formal Textbook,

11 3 Lecture
Reports Blackboard
25/11

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 12 Chapter 13: The Job Search and Presentation: Textbook,
1-3 Lecture
02/12 Resumes in the Digital Age Biztalkers Blackboard
13 Chapter 14: Interviewing and Presentation: Textbook,
3 Lecture
09/12 Following Up Dorothy Blackboard
14 Presentation:
Group Presentation 1-3
16/12 Sky & ADR
Presentation:
No One &
Group Presentation 1-3
15 Circle to Circle
23/12 & Fab 5
Makeup class September Nine
16 Course Review & Odyssey &
30/12 Group Presentation Couch Potatoes
Final exam Examination

4. Assessment plan

Assessment Type CLO1 CLO2 CLO3

Presentation A1 A1 A2
(50%) 65%Pass 65%Pass 65%Pass
Q1 Q2
Midterm exam (20%) 65%Pass 65%Pass

Final exam (30%) 65%Pass 65%Pass

Note: %Pass: Target that % of students scored above 70 out of 100 in the rubric.

5. Rubrics (marking criteria)

6. Critical thinking value rubric for evaluating questions in exams
Capstone Milestone Benchmark
4 3 2 1
Issue/ problem to be
Issue/ problem to be considered critically is
Issue/ problem to be considered critically is stated but description
considered critically is stated stated, described, and leaves some terms Issue/ problem to be
clearly and described clarified so that undefined, ambiguities considered critically is
comprehensively, delivering all understanding is not unexplored, boundaries stated without
Explanation of relevant information necessary seriously impeded by undetermined, and/ or clarification or
issues for full understanding. omissions. backgrounds unknown. description.

Information is taken
from source(s) with
some interpretation/
Information is taken from Information is taken from evaluation, but not
source(s) with enough source(s) with enough enough to develop a Information is taken
Evidence interpretation/ evaluation to interpretation/ evaluation coherent analysis or from source(s) without
Selecting and using develop a comprehensive to develop a coherent synthesis. Viewpoints of any interpretation/
information to analysis or synthesis. analysis or synthesis. experts are taken as evaluation. Viewpoints
investigate a point of Viewpoints of experts are Viewpoints of experts are mostly fact, with little of experts are taken as
view or conclusion questioned thoroughly. subject to questioning. questioning. fact, without question.

Questions some Shows an emerging

Thoroughly (systematically assumptions. Identifies awareness of present
and methodically) analyzes several relevant contexts assumptions
own and others' assumptions Identifies own and others' when presenting a (sometimes labels
and carefully evaluates the assumptions and several position. May be more assertions as
Influence of context relevance of contexts when relevant contexts when aware of others' assumptions). Begins
and assumptions presenting a position. presenting a position. assumptions than one's to identify some

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 contexts when
own (or vice versa). presenting a position.
Specific position (perspective,
thesis/ hypothesis) is
imaginative, taking into Specific position
account the complexities of an (perspective,
issue. Limits of position thesis/hypothesis) takes
(perspective, thesis/ into account the
hypothesis) are acknowledged. complexities of an issue. Specific position Specific position
Others' points of view are Others' points of view are (perspective, thesis/ (perspective, thesis/
Student's position synthesized within position acknowledged within hypothesis) hypothesis) is stated,
(perspective, (perspective, thesis/ position (perspective, acknowledges different but is simplistic and
thesis/hypothesis) hypothesis). thesis/ hypothesis). sides of an issue. obvious.
Conclusion is logically
Conclusion is logically tied to information Conclusion is
Conclusions and related tied to a range of (because information is inconsistently tied to
outcomes (consequences and information, including chosen to fit the desired some of the
implications) are logical and opposing viewpoints; conclusion); some information discussed;
Conclusions and reflect student’s informed related outcomes related outcomes related outcomes
related outcomes evaluation and ability to place (consequences and (consequences and (consequences and
(implications and evidence and perspectives implications) are identified implications) are implications) are
consequences) discussed in priority order. clearly. identified clearly. oversimplified.
Source: Association of American Colleges and Universities

7. Oral communication value rubric for evaluating presentation tasks

Capstone Milestone Benchmark
4 3 2 1
Organizational pattern
(specific introduction and Organizational pattern
conclusion, sequenced (specific introduction and Organizational pattern Organizational pattern
material within the body, conclusion, sequenced (specific introduction and (specific introduction and
and transitions) is clearly material within the body, conclusion, sequenced conclusion, sequenced
and consistently and transitions) is clearly material within the body, material within the body,
observable and is skillful and consistently and transitions) is and transitions) is not
and makes the content of observable within the intermittently observable observable within the
Organization the presentation cohesive. presentation. within the presentation. presentation.
Language choices are
Language choices are Language choices are mundane and
imaginative, memorable, thoughtful and generally commonplace and Language choices are
and compelling, and support the effectiveness partially support the unclear and minimally
enhance the effectiveness of the presentation. effectiveness of the support the effectiveness of
of the presentation. Language in presentation presentation. Language in the presentation. Language
Language in presentation is appropriate to presentation is in presentation is not
Language is appropriate to audience. audience. appropriate to audience. appropriate to audience.
Delivery techniques
Delivery techniques Delivery techniques Delivery techniques (posture, gesture, eye
(posture, gesture, eye (posture, gesture, eye (posture, gesture, eye contact, and vocal
contact, and vocal contact, and vocal contact, and vocal expressiveness) detract
expressiveness) make the expressiveness) make the expressiveness) make the from the understandability
presentation compelling, presentation interesting, presentation of the presentation, and
and speaker appears and speaker appears understandable, and speaker appears
Delivery polished and confident. comfortable. speaker appears tentative. uncomfortable.
A variety of types of
supporting materials Supporting materials Supporting materials
(explanations, examples, (explanations, examples, (explanations, examples, Insufficient supporting
illustrations, statistics, illustrations, statistics, illustrations, statistics, materials (explanations,
analogies, quotations from analogies, quotations analogies, quotations examples, illustrations,
relevant authorities) make from relevant authorities) from relevant authorities) statistics, analogies,
appropriate reference to make appropriate make appropriate quotations from relevant
information or analysis reference to information reference to information authorities) make reference
that significantly supports or analysis that generally or analysis that partially to information or analysis
the presentation or supports the presentation supports the presentation that minimally supports the
establishes the presenter's or establishes the or establishes the presentation or establishes
Supporting credibility/ authority on presenter's credibility/ presenter's credibility/ the presenter's credibility/
Material the topic. authority on the topic. authority on the topic. authority on the topic.
Central message is Central message is clear Central message is Central message can be
compelling (precisely and consistent with the basically understandable deduced but is not
Central Message stated, appropriately supporting material. but is not often repeated explicitly stated in the

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 repeated, memorable, and
strongly supported.) and is not memorable. presentation.
Source: Association of American Colleges and Universities

8. Date revised: August 30, 2024

Ho Chi Minh City, 30/08/2024

Head/Dean of Department/School
(Signature)

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 GRADING RUBRIC FOR WRITTEN COURSEWORK
MIDTERM EXAMINATION –
Academic year:

COMPLETELY FAIL INADEQUATE ADEQUATE ABOVE AVERAGE EXEMPLARY

Criteria
Below 30% 30% – 49% 50% - 69% 70% - 89% 90%
No evidence of organization Does not organise ideas Generally organised Clear organization and Response is focused, detailed
and coherence logically and with logically, with evidence of progression. and non-tangential.
clarification progression
Responds appropriately and Shows a high degree of
Organisation and Limited evidence of Occasionally, there may be a relevantly, although some attention to logic and
clarification coherence lack of focus or ideas may be ideas are underdeveloped reasoning of points.
tangential
Ideas lack consistence Clearly leads the reader to the
conclusion and stirs thought
regarding the topic
Shows no ability to identify Demonstrates an incomplete Shows ability to identify Shows strong ability to Shows strong ability to
issues or a clear inability to grasp of the task. issues, gather the facts and identify issues, gather the identify issues, gather the
gather the facts develop claims. fact and develop claims as facts and develop claims as
Originality and There is no overall sense of
well as link claims with well as link claims with
usefulness of the creative coherence. Argument are addressed well
evidence. evidence.
analysis but no links with evidence
Arguments are addressed
Overall, an acceptable Satisfactory solutions are
incompletely.
solution is offered and offered and supported
explained
Shows no effort to Shows little information Shows moderate amount of Draws upon sources to Draws upon primary and
incorporate information from sources. Poor handling source information support most points. secondary source information
from primary and secondary of sources incorporated. in useful and illuminating
Some evidence may not
sources ways to support key points.
Some key points supported support arguments or may
Use of by sources. appear where inappropriate. Excellent integration of
data/information quoted material into
Quotations may be poorly Quotations integrated well
paragraphs. Source cited
integrated into paragraphs. into paragraphs.
correctly
Some possible problems with Sources cited correctly
source citations
Shows no effort to structure Shows limited ability to Shows effort to link Shows ability to structure Shows ability to structure
problems in correspondence structure problems in problems with the theoretical problems in correspondence problems in correspondence
Use of to theoretical frameworks correspondence to theoretical frameworks. to theoretical frameworks to theoretical frameworks
frameworks frameworks correctly. correctly.
There are still some mistakes
Minor mistakes in resolving The problems are well
problems resolved

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 Shows no effort to construct Shows little attempt to offer Shows argument of poor Shows clear, relevant and Shows identifiable, reasonable
logical arguments. support for key claims or to quality. logical arguments. and sound arguments.
Quality of relate evidence to analysis.
arguments Fails to support analysis Weak, undeveloped reasons Clear reasons are offered to
Reasons offered are are offered to support key support key claims.
irrelevant. claims