BA 308 Writing Assignment #1: Problem/Opportunity Identification This term, your team will be writing a proposal to an important partner, The Lundquist College of Business Executive Council on Experiential Learning & Leadership (ExCELL) to address a critical project to be implemented in Fall 2018.  For this assignment, you will write a memo that focuses on a specific constituency and a problem on which you would like to focus.  Ultimately, you will try to convince your teammates they should adopt your choice of constituency and community issue for your team’s proposal project. The Executive Council on Experiential Learning & Leadership (ExCELL): ExCEL is committed to the development of Experiential Learning & Leadership opportunities for LCB Students. They are looking for dynamic and innovative proposals that will help students develop leadership and communication skills outside of the traditional classroom setting. Their mission is to “Prepare students for the to be leaders in the workplace through experiential learning opportunities.” Experiential learning is the process of learning (Links to an external site.)Links to an external site. through experience (Links to an external site.)Links to an external site., and is more specifically defined as "learning through reflection on doing" Experiential learning is distinct from rote (Links to an external site.)Links to an external site. or didactic (Links to an external site.)Links to an external site. learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning (Links to an external site.)Links to an external site. such as action learning (Links to an external site.)Links to an external site., adventure learning (Links to an external site.)Links to an external site., free-choice learning, cooperative learning (Links to an external site.)Links to an external site., service-learning (Links to an external site.)Links to an external site., and situated learning (Links to an external site.)Links to an external site.. Choosing a Problem/Constituency With these criteria in mind, think creatively and broadly about leadership and experiential learning. For example, you might choose to focus on service-learning, project-based learning or outdoor education. Your task is not to come up with a solution to a problem, but rather to : 1. Describe a significant problem 2. Pick specific constituency (group of people) in the community and, 3. Provide evidence for the problem.  For example, you might provide evidence for the following problems: · Low career-readiness, job preparedness · Lack of experience with leadership, communication or decision-making skills · Physical of mental health of college students Note that each of these problems has many possible solutions.  That’s good. You’ll know that you have identified a problem instead of a solution when there are many possible ways to address it.  We often make the mistake of offe.

1. BA 308
Writing Assignment #1: Problem/Opportunity Identification
This term, your team will be writing a proposal to an important
partner, The Lundquist College of Business Executive Council
on Experiential Learning & Leadership (ExCELL) to address a
critical project to be implemented in Fall 2018. For this
assignment, you will write a memo that focuses on a specific
constituency and a problem on which you would like to focus.
Ultimately, you will try to convince your teammates they
should adopt your choice of constituency and community issue
for your team’s proposal project.
The Executive Council on Experiential Learning & Leadership
(ExCELL):
ExCEL is committed to the development of Experiential
Learning & Leadership opportunities for LCB Students. They
are looking for dynamic and innovative proposals that will help
students develop leadership and communication skills outside of
the traditional classroom setting. Their mission is to “Prepare
students for the to be leaders in the workplace through
experiential learning opportunities.”
Experiential learning is the process of learning (Links to an
external site.)Links to an external
site. through experience (Links to an external site.)Links to an
external site., and is more specifically defined as "learning
through reflection on doing" Experiential learning is distinct
from rote (Links to an external site.)Links to an external
site. or didactic (Links to an external site.)Links to an external
site. learning, in which the learner plays a comparatively
passive role. It is related to, but not synonymous with, other
forms of active learning (Links to an external site.)Links to an
external site. such as action learning (Links to an external
site.)Links to an external site., adventure learning (Links to an

2. external site.)Links to an external site., free-choice
learning, cooperative learning (Links to an external site.)Links
to an external site., service-learning (Links to an external
site.)Links to an external site., and situated learning (Links to
an external site.)Links to an external site..
Choosing a Problem/Constituency
With these criteria in mind, think creatively and broadly about
leadership and experiential learning. For example, you might
choose to focus on service-learning, project-based learning or
outdoor education. Your task is not to come up with a solution
to a problem, but rather to :
1. Describe a significant problem
2. Pick specific constituency (group of people) in the
community and,
3. Provide evidence for the problem. For example, you might
provide evidence for the following problems:
· Low career-readiness, job preparedness
· Lack of experience with leadership, communication or
decision-making skills
· Physical of mental health of college students
Note that each of these problems has many possible solutions.
That’s good. You’ll know that you have identified a problem
instead of a solution when there are many possible ways to
address it. We often make the mistake of offering a “solution
disguised as a problem.” For example, “not enough parking in
Eugene” is not a problem but a solution in disguise (i.e., more
parking). If the problem you’ve identified has an obvious
solution, then you haven’t traced the problem back far enough.
Note, too, that most promising opportunities identify a specific
constituency with a significant problem. You might choose to
focus on, for example, youth, college students, seniors, female
athletes, underrepresented populations or international student.
As you conduct research and attempt to define the particular

3. need, consider the following questions:
· What is the need? Why is it a problem? In other words, who is
affected, how are they affected and how is the problem related
to the ExCELL's mission?
· How is it a problem? What are the underlying, salient
drivers/causes/features of the problem? Identify those and back
them up with evidence.
· What are the current efforts in the community and how/why
have they failed to sufficiently address the problem? In other
words, why aren’t they working?
· What is the ultimate goal to be achieved by addressing the
problem. Do not suggest a solution here but an overarching
goal. Do not suggest how you would achieve the goal in this
assignment.
Note that this assignment simply asks you to analyze the
situation as it is, not to suggest solutions for how to make it
better. ExCELL first wants to hear what the issues are in the
community and will then put out a call for proposals addressing
a smaller set of specific issues with specific solutions.
Formal Guidelines
Write a 1-page (maximum) single-spaced memorandum
addressed to EXCELL that:
1. Creates an opening paragraph that:
1. Clearly states the specific constituency and the community
problem
2. Provides a preview of what follows in your memo
2. Develops an argument that:
1. Provides sufficient credible evidence*, including numbers, to
show the problem exists
2. Given limited funds, explains why EXCELL should fund a
project addressing this issue
3. Closes with a wrap of the constituency, the problem, and why
it’s important to focus on this issue.

4. 1. Provides sufficient credible evidence*, including numbers, to
show the problem exists
2. Given limited funds, explains why EXCEL should fund a
project addressing this issue
3. Clearly states the goal any solution must achieve
How you organize this information in your memo is up to you
based on your argument and rhetorical goals.
Please keep your memo to one page, single-spaced, 12 pt. font,
1” margins. Follow the attached formatting guidelines to
produce high skim value and clear organization..
*Cite sources used for evidence
Evaluation Criteria
I will evaluate your memo based on whether or not it effectively
achieved its purpose:
· Did you highlight a community problem and a specific
constituency that needs EXCELL’s support?
· Did you use clear, concise, compelling professional language
that supports the persuasiveness of your memo?
This memo is an opportunity to practice professional writing
with my direct feedback and a chance to make a valuable
contribution to your team early in the term.
Post to Vericite and bring two hard copies of your memo to
class on the due date.
[High Skim Value Example]
To: Board of Directors
From: Your Name, Vice President of Human Resources Date:
September 29, 2016
Re: How to organize and format a business memo
An opening paragraph typically states why you’re writing, sets

5. the proper tone, gives your bottom line recommendation, and
previews what you’ll discuss. You do not need a heading for the
opening of a short document. This document shows how to
organize a memo using major sections and headings and how to
break up longer sections with bullets/numbers or subsections.
Obviously, your document doesn’t need to look exactly like
this. Use your own judgment while following the general
guidelines for high skim value.
Descriptive Headings and Short Paragraphs
For your major sections, use descriptive, major headings to
organize your document and improve its skim value. By its
major headings (which are bolded), this document clearly has
two major topics. A reader should get the gist of your memo by
skimming the headings alone. So avoid generic headings like
“Section 1.” Include enough content to aid understanding.
Keep your paragraphs short. Avoid block text. As a rule of
thumb, paragraphs should have more than one sentence but not
more than six or seven lines of text. Left justify your
paragraphs and use line breaks between them. You should not
indent the first line of a paragraph if you’re using line breaks.
Bullets and Subsections
As a rule of thumb, if you have more than three or four
paragraphs under a heading, consider using bullets/numbers or
subsections to improve the skim value of the major section. If
you choose to use bullets or numbered items in your memo, use
at least two at a time but not so many that it lowers your skim
value:
· List items, sentence fragments, or short sentences in bullets
· Avoid using bullets for paragraphs
· Keep bullets “parallel,” i.e., start them with the same part of
speech (e.g., verbs or nouns)
Sometimes, subsections with minor headings are more
appropriate than bullets for improving improve skim value.
Subsections vs. Bullets

6. Whereas bullets and numbered items are useful for lists and
single sentences, minor (secondary) sections are good for
paragraphs. Consider indenting these.
Using Minor Heading
Use a different graphic emphasis than you use for your major
heading (e.g., italics instead of bold). Keep your formatting
consistent, and avoid redundant emphasis (e.g.,
italics and underlining).
A closing paragraph typically summarizes benefits, reinforces
the tone, and gives a call to action. You do not need a heading
for the closing of a short memo.
Rubric
Writing Assignment #1 6/18
Writing Assignment #1 6/18
Criteria
Ratings
Pts
This criterion is linked to a Learning
OutcomeClarity/Purpose/Main Point
5.0 pts
Outstanding
Writer’s purpose is clear. Document has a clear focus.
4.0 pts
Effective
Writer’s purpose is clear for the most part.
3.0 pts
Somewhat Effective
Writer often loses focus on the main point of the document
2.0 pts
Ineffective
Purpose of document is unclear.
5.0 pts
This criterion is linked to a Learning OutcomeEvidence
5.0 pts
Outstanding

7. Excellent use of research and sources, helping strengthen/build
the argument with this detail.
4.0 pts
Effective
Good use of research and sources, citing well. In a few places,
the document’s main point could have been strengthened with
additional evidence.
3.0 pts
Somewhat Effective
Document would be substantially strengthened with more/better
evidence, and/or the evidence presented is formatted in a
sloppy, distracting manner.
2.0 pts
Ineffective
The document is weak because of a lack of evidence and
support, and/or the evidence used is formatted so poorly that
it’s difficult to tell what is cited.
5.0 pts
This criterion is linked to a Learning OutcomeAudience
5.0 pts
Outstanding
The writer has written for a clearly defined audience, and has
addressed that audience expertly.
4.0 pts
Effective
The audience for the document is clear. The writer has done a
good job addressing audience.
3.0 pts
Somewhat Effective
The document’s treatment of audience is somewhat confusing.
2.0 pts
Ineffective
Writer’s treatment of audience appears unprofessional and/or it
is not clear who is being addressed.

8. 5.0 pts
This criterion is linked to a Learning OutcomeOrganization
5.0 pts
Outstanding
Document has a clear organizational logic. Transitions between
ideas are handled well.
4.0 pts
Effective
Document is organized effectively. Document’s organization
could be refined/tightened (headings, better transitions, etc.).
3.0 pts
Somewhat Effective
Document could be organized more effectively, as readers will
be confused or misled.
2.0 pts
Ineffective
Little coherent structure in this document. No clear rationale is
apparent for why the document is set up the way it is. The
document is confusing.
5.0 pts
This criterion is linked to a Learning OutcomeSentence Style:
Flow of Writing Correctness: Grammar and Writing Mechanics
5.0 pts
Outstanding
The clear, concise writing in this document made it enjoyable to
read. The writer uses a lot of sentence variety and strong word
choices. Few errors, if any. The document is clear, and the
writer shows considerable mastery of the language.
4.0 pts
Effective
Writing in this document is good, but perhaps the writer could
have introduced a little more variety and/or written in a more
concise fashion. Some grammatical and/or mechanical errors,
but those errors did not interfere with the reader’s
understanding of the document’s purpose.

9. 3.0 pts
Somewhat Effective
Some of the writing is awkward, and/or the writer relies too
heavily on the same kind of sentence structure. Numerous
grammatical and/or mechanical errors, and those errors
interfered at times with the reader’s understanding of the
document’s purpose and/or caused the reader to question the
skill and expertise of the writer.
2.0 pts
Ineffective
Much of the writing in this document is awkward, repetitive,
and/or wordy. The writing was not engaging. Many grammatical
and/or mechanical errors. The number of errors made the
document difficult to understand, and the audience questioned
the writer’s professionalism because of these recurrent mistakes
5.0 pts
This criterion is linked to a Learning OutcomeDocument
Design/Appearance
5.0 pts
Outstanding
Document uses design elements (white space, titles & sub-titles
etc.) expertly to create a professional-looking document.
4.0 pts
Effective
Document is clean, but the appearance could be improved to aid
in the document’s clarity and/or organization.
3.0 pts
Somewhat Effective
Document has an amateurish look to it and/or is in need of a
more professional appearance
2.0 pts
Ineffective
Document appears sloppy and unprofessional, and that
sloppiness may cause confusion.

10. 5.0 pts
Total Points: 30.0
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