Business Communication Center


Students are encouraged to take advantage of this free resource to improve their writing and speaking communication at the Business Communication Center (BCC).

Our BCC Virtual Services

Currently, all appointments and workshops sessions are conducted virtually via Microsoft Teams. Students may seamlessly schedule in-person virtual appointments, ask for eTutoring feedback via email, or simply attend one of our Q&A weekly sessions. It is essential that students provide anonymous feedback to improve the quality of BCC services.

  1. Appointment or eTutoring

  2. Register for a Workshop

  3. Provide Confidential Feedback

Business Communication Center

Do you have a question or need help with an academic assignment?

Tuesdays and Wednesday Virtual Q&A Sessions

Welcome to Business Communication Center. We provide coaching, advising and training for spoken and written communication skills and our team of tutors can help you to improve your communication skills. You can schedule a Microsoft Teams virtual one-one-one appointment or request eTutoring emailed feedback. Our workshops offer resumes, cover letters, and English as a Second Language support. Please be sure to eave a confidential feedback after your session.

Our services include:

  • Business school paper and project writing tutoring or feedback
  • Presentation and slide feedback or presentation rehearsal help
  • Resume and cover letter content advice
  • ESL (English as a Second Language) support
  • Various virtual workshops
  • And so much more!
Sarah Moore, PhD Director, Business Communication Center
(972)-883-5129JSOM 3.810

The BCC wants all JSOM students to succeed in their academic endeavors and be able to utilize the center at any time. So, BCC has developed simple guidelines:

  • Students may schedule up to three sessions per week
  • Students’ feedback matters to us! Please be honest when filling out the feedback form (it is anonymouse)
  • Students need to show-up to scheduled appointment (online or in-person) on-time. A “no show” is when student misses an appointment, or is 10 minutes late. After the first no show, student will be unable to schedule another appointment again for two weeks. After the second no show, student will be unable to book until the next semester.

There are hundreds of online resources that will help you to make smart choices such as articles, infographics, templates on tone and style, types of writing, format, research, paraphrasing, and APA citing and referencing.

Development and Organization

Tone and Style

Types of Writing

Format

Research, Paraphrasing, APA Citing and Referencing

Online Resources

Online sources can assist you in preparing more effective speeches. While these resources provide general advice, your professors’ instructions should be your first source of direction for your presentations. If you have questions concerning the appropriateness of any of the following links, ASK YOUR INSTRUCTOR.

How to Engage Your Audience

Using Slides and Handouts Effectively

Avoiding Common Presentation Mistakes

Conquering Nervousness and Bad Habits

Meeting Strangers at Networking Events

Citing and Referencing on Slides

Click on the question to view the answer.

Information for Students

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to ensure that you are able to obtain the time and type of services you need, consider these simple guidelines.

  • You can schedule up to three sessions a week, but only one appointment per day
  • You should show up on-time and we will send you the “no-show” policy if you miss an appointment time
  • You should leave a confidential feedback after your appointment

Yes, however, walk-ins are welcomed, but only at times when other students have not booked appointments or there is a cancellation. You can book an appointment by clicking Book Now

Yes. The BCC gets VERY busy right before writing assignments are due. Making an appointment early ensures that you get help when you need it.

No. Tutors do not “fix” or “edit” student papers or documents at all. Instead, tutors will help you to identify patterns of errors in your work so that you learn to identify and correct the errors yourself. Tutors will NOT write a paper or any other document for students.

No. Tutors do not edit student work. To help students become more skillful and independent writers, tutors help students identify issues that need attention, so students can correct the errors themselves.

Not necessarily. The tutors will provide feedback on your work so for example, you can strengthen your documents and practice your presentations skills. Normally, the more time you spend on enhancing the quality of your work, the better grade you may receive from you instructor.

You may schedule up to three appointments a week, but only one appointment per day.

Information for Faculty

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Any JSOM student can use the BCC, while the focus is on the undergraduate students. Although tutors are not content experts, they are skilled writers with training in tutoring, so they are able to help graduate students with communication issues that do not require advanced subject knowledge.

The BCC is typically staffed by graduate students who have demonstrated writing proficiency and have passed our internal BCC exam prior to employment. Occasionally, undergraduate students who receive a faculty recommendation because of excellent communication skills serve as tutors.

  • Add to your syllabus and explain to students that their best work will rarely be their first draft and encourage them that getting the perspective of a second reader will help them write better papers.
  • Ask students to review BCC website for online writing tips and reference materials.
  • Encourage students to utilize BCC to strengthen their work.
  • Include the following verbiage and link in your syllabus or assignments:

Yes. Many students do not understand how to use and document sources correctly. Tutors can provide illustrations and resources. Also, when students copy and paste passages, tutors will often recognize the problem simply from changes in writing style. This creates an opportunity to work with students on paraphrasing and citing sources correctly.

  • Get help from a peer tutor in pushing students beyond Google to do research. To supplement Ms. Henry’’s introduction to library research tools, ask a student who has already taken your class to come in and give a quick talk from the student perspective about how useful the library tools can be.
  • Take another look at how your assignments are designed. Often students struggle with assignments because they do not understand the expectations or simply do not know the standard forms of writing in a new context. Be sure the assignment specifies the audience (possibly a hypothetical audience), the role of the writer, the purpose for writing, and the kind of document to write. If you do not provide a model, consider referring students to the BCC or its website for models of formats, for example, a memo. We can work with you to provide an appropriate model that you can use as a handout or include in your syllabus. For more information on effective assignment design, see the following sites:
  • Make the criteria for success part of the assignment. List the characteristics you will look for when grading and, if appropriate, describe in specific detail different levels of achievement that correspond to different grades. Being explicit about grading criteria helps students understand what success looks like, which the students are still learning. The following websites give examples of different kinds of grading rubrics that make it easier to communicate criteria for success: www.writing.umn.edu and www.tcnj.edu/~writing/faculty/rubrics.html
  • Build a draft and revision step into assignments. To keep feedback and grading time manageable, try one of these options:
    • Give credit for a complete draft, but do not give students feedback on it. Instead, suggest they take the draft to the BCC, or include peer feedback as part of the assignment. Explain to students that you are requiring the draft to help them do their best work.
    • Give students comments on the draft so they can apply your suggestions as they revise. Grade, but give minimal comments on the final paper. Your comments at that point make much less difference in student learning.
  • Create multi-step assignments. Instead of giving students assignments on unrelated topics, create a series of assignments in which the writing and thinking on one prepares students to take on the next assignment. Usually, the final paper will be a larger project that pulls together the thinking skills and content areas of the previous papers.

JSOM Students are welcome to bring any piece of writing or oral presentation.

No, BCC services are based on individual appointments only.

Although tutors ask students for the assignments’ parameters, students do not always bring these to the BCC. As a rule, tutors instruct students to cite, reference, and format papers using the APA Style Guide.