1. Unit 3:
Timeline: 1.5 – 2 weeks
Workplace Communication Part I
Culminating Task: Short Memo
Suggested Learning Activities
1. Lecture using Power Point of Purdue University’s Owl project on the workplace memo.
2. Read article on the use of drugs to manage children’s behaviour “The Dangers of Suppressing
Sadness.”
3. Students are to complete a thinking quad in pairs focussed on ideas like “What do I know
about the drugs used, what they do, what type of children are usually involved;” or in the
“What I think” quadrant what they “think about drugs of any kind, or what they think of kids
who are made to take these drugs in order to act differently or more in line with what is
expected of them in school;” or in the “what I discovered” quadrant what they found out
during their reading of the article possibly that “the use of these drugs is more or less
widespread than they thought, that these children are the people beside them in class” and or
to provide connections to the reading and what they already knew “that their opinion was
altered by the information, it made them rethink the use of drugs or the people who are made
to use them;” finally students may reflect in their “what I learned” quadrant that they “will
make themselves more informed or learn to speak out or express their opinion in a variety of
different ways on this subject”
4. Worksheet for reflection on information presented in the memo lecture or for those not
present during the lecture the handout on the components of a memo. This will be handed in
as part of the rough work for the polished copy of the memo.
5. Memo culminating task: students are to write a short memo to the Minister of Education or
Minister of Health expressing your views or concerns about the use of drugs like Ritalin to
manage children’s behaviour in school. Students are to assume the role of an employee of
either Ministry and so as they are writing to their boss they must choose their tone carefully as
well as be aware that the Minister of either Portfolio has a great deal of “other”
responsibilities beyond this particular issue. Suggested sub headings for the memo would be:
Introduction, Issue or Concern, Findings or Discussion, Recommendations, Conclusion.
6. Students are prior to engaging in the writing process required to measure a level 3 and level 4
college level exemplar against the assignment’s scoring tool (rubric). The class will unpack the
details of this exercise so that everyone understands why one piece of writing scored a level 3
and the other a level 4. It is crucial prior to allowing for writing time that students understand
what “makes a good memo” based on specific criteria.
7. Rough draft assessment activity of student memo. Students are to in pairs have their memo
read aloud back to them and checked against both the level 4 college memo and the rubric
provided with the assignment.