To enhance our perspectives on business, and in particular, business communication, it’s beneficial to speak with business leaders to gain insight on workplace communication and its impact on corporate culture. Your task: STEP 1 Interview Identify one (1 )business leader you wish to interview. This leader should be at the senior level of their organization, i.e., they are at a level that allows them to shape their organization’s corporate culture through policies or oversight of their organization’s key functional areas. To guide your interview, focus on the following questions: How would you define the corporate culture in your organization? What is your role in defining and supporting that culture? What aspects of interpersonal communication do you feel have the most significant impact on your company’s corporate culture? Examples: (mediums of communication, oral and written communication styles, intergenerational communication, rules regarding workplace communication) How has the pandemic affected your company’s corporate culture? What is one key piece of knowledge you learned from the pandemic’s effect on communication it the workplace? What recommendations would you give other business leaders on supporting effective workplace communication in a diverse workplace? STEP 2 Written Report  Write a summary report that includes the following sections. Business leader’s name, title, and a brief description of their company. Overview: Provide a summary of your business leader’s responses to the above questions. Did they say anything unexpected or unique? Ensure that you cover the information they provided from their answers to the questions listed above. You can do this by creating the following sub-sections in this Overview section of your report: Corporate Culture Communication’s Impact on Culture Pandemic Effects Leader’s Recommendations Summary: Provide your opinion on the pros and cons of this corporate culture as it relates to employee interpersonal communications. Discuss your thoughts on the future implications of COVID-19 on workplace communications and the resulting effect on corporate culture. Written Communication Skills Rubric Written Communication Skills Rubric Criteria Ratings Pts Content 20 to >18.0 pts (A to A-) • Task thoroughly covered and completed. • Primary thesis is clear and fully developed. • Assertions made are compelling and clearly supported 18 to >16.0 pts (B to B-) • Task is covered sufficiently. • Primary thesis clear but there is some room for further topic development. • Assertions support could be stronger, more compelling, covering all issues. 16 to >10.0 pts (C to F) • Task not adequately covered. • Primary thesis not clear or if it is, topic development is minimal. • Assertions are either weakly supported or no support is offered. 10 to >0 pts No Marks Demonstrates minimal to no understanding in this performance area 20 pts Organization 20 to >18.0 pts (A to A-) • Flows well: appropriate beginning, development, and conclusion. • Paragraph structure contributes to flow and transitions. • Organization helps reader to understand and remember information. 18 to >16.0 pts (B to B-) • Follows logical sequence: beginning, development, and conclusion are identifiable. • Generally proper use of paragraph structure and topic sentences. • Organization helps the reader to follow and find information. 16 to >10.0 pts (C to F) • Lacks logical sequence; format interferes with readability. • Lacks proper paragraphing, limiting understanding of topic change. • Topic sentences do not relate to rest of paragraph or are missing altogether. 10 to >0 pts No Marks Demonstrates minimal to no understanding in this performance area 20 pts Written Communication Skills Rubric Criteria Ratings Pts Audience & Tone 20 to >18.0 pts (A to A-) • Writer focused on audience; displays empathy for the reader. • Goodwill created through consideration of the reader’s needs. • Message tailored directly for the reader. • Formal business tone and wording is used consistently. Notes are seldom referred to. Maintained with audience throughout the presentation. 18 to >16.0 pts (B to B-) • Reader acknowledged, displaying some thought about audience’s nature. • Reader treated politely and positively. • Message contains no evidence of inappropriate attitude. • Tone and wording are generally suitable to a business audience. Maintains eye contact with audience most of the time. 16 to >10.0 pts (C to F) • Writer is internally focused rather than reader focused. • Audience awareness or understanding not shown. • Writer may appear to be discourteous to the reader. • Tone and wording are informal and not suitable to a business audience. Reading the presentation; reads most or all of the report. Little to no eye contact. 10 to >0 pts No Marks Demonstrates minimal to no understanding in this performance area 20 pts Written Communication Skills Rubric Criteria Ratings Pts Style & Format 20 to >18.0 pts (A to A-) • Displays sophisticated grasp of language in sentence structure and vocabulary. • Writes concisely. Word usage and vocabulary are correct with variety. • Includes appropriate business terms. • Text is single spaced. • Uses business formatting according to assignment instructions. 18 to >16.0 pts (B to B-) • Sentences vary in length and style. Occasionally employs jargon or clichés. • Vocabulary and word usage generally correct and shows some variety. • Uses business terms appropriately. 16 to >10.0 pts (C to F) • Overuse of simple sentences. May misuse words or idioms and may include slang. • Wordy rather than concise. Writing shows lack of sophistication or variety in vocabulary. • Little or no evidence of business formatting. 20 to >18.0 pts (A to A-) • No errors in word usage, spelling, sentence structure (run-ons, fragments), punctuation, and capitalization. • References (if called for) follow required format. 18 to >16.0 pts (B to B-) • Relatively free of errors Mechanics do not detract from credibility of the content. • References (if called for) are generally correct. 16 to >10.0 pts (C to F) • Significant errors undermine credibility of content and readability. • Reference formatting (if called for) is missing or incorrect. 10 to >0 pts No Marks Demonstrates minimal to no understanding in this performance area 20 pts Mechanics & Referencing 10 to >0 pts No Marks Demonstrates minimal to no understanding in this performance area 20 pts Purchase answer to see full attachment Tags: corporate culture communication styles communication skills workplace communication Workplace Environment User generated content is uploaded by users for the purposes of learning and should be used following our company’shonor code & terms of service.

MLA In-Text Citations: The Basics

Guidelines for referring to the works of others in your text using MLA style are covered throughout the MLA Handbook and in chapter 7 of the MLA Style Manual. Both books provide extensive examples, so it’s a good idea to consult them if you want to become even more familiar with MLA guidelines or if you have a particular reference question.

BASIC IN-TEXT CITATION RULES

In MLA Style, referring to the works of others in your text is done using parenthetical citations. This method involves providing relevant source information in parentheses whenever a sentence uses a quotation or paraphrase. Usually, the simplest way to do this is to put all of the source information in parentheses at the end of the sentence (i.e., just before the period). However, as the examples below will illustrate, there are situations where it makes sense to put the parenthetical elsewhere in the sentence, or even to leave information out.

General Guidelines

• The source information required in a parenthetical citation depends (1) upon the source medium (e.g. print, web, DVD) and (2) upon the source’s entry on the Works Cited page.
• Any source information that you provide in-text must correspond to the source information on the Works Cited page. More specifically, whatever signal word or phrase you provide to your readers in the text must be the first thing that appears on the left-hand margin of the corresponding entry on the Works Cited page.

IN-TEXT CITATIONS: AUTHOR-PAGE STYLE

MLA format follows the author-page method of in-text citation. This means that the author’s last name and the page number(s) from which the quotation or paraphrase is taken must appear in the text, and a complete reference should appear on your Works Cited page. The author’s name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence. For example:

Wordsworth stated that Romantic poetry was marked by a “spontaneous overflow of powerful feelings” (263).

Romantic poetry is characterized by the “spontaneous overflow of powerful feelings” (Wordsworth 263).

Wordsworth extensively explored the role of emotion in the creative process (263).

Both citations in the examples above, (263) and (Wordsworth 263), tell readers that the information in the sentence can be located on page 263 of a work by an author named Wordsworth. If readers want more information about this source, they can turn to the Works Cited page, where, under the name of Wordsworth, they would find the following information:

Wordsworth, William. Lyrical Ballads. Oxford UP, 1967.

IN-TEXT CITATIONS FOR PRINT SOURCES WITH KNOWN AUTHOR

For print sources like books, magazines, scholarly journal articles, and newspapers, provide a signal word or phrase (usually the author’s last name) and a page number. If you provide the signal word/phrase in the sentence, you do not need to include it in the parenthetical citation.

Human beings have been described by Kenneth Burke as “symbol-using animals” (3).

Human beings have been described as “symbol-using animals” (Burke 3).

These examples must correspond to an entry that begins with Burke, which will be the first thing that appears on the left-hand margin of an entry on the Works Cited page:

Burke, Kenneth. Language as Symbolic Action: Essays on Life, Literature, and Method. University of California Press, 1966.