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Towson University, Fall 2023
BUSX301 – Business Communications
Presentation & Writing Assignment #2 – Evaluative Report – Real Estate
Analysis
Scenario
As a newly minted intern at Ellington Realty, you have been called to your manager’s office.
Your manager, Billy Strayhorn, wants to test your ability to evaluate properties for potential
clients—a large part of the support role you will be accepting as an intern. For this task,
Strayhorn has provided you with a client profile. Using this profile and criteria, along with
readily available online resources, you are to recommend an ideal home for the client,
comparing it to an alternative house that meets the same criteria. You will then draft an
evaluative memo and prepare a 3-minute pitch for the selection you have made.
Client Profile – The Longmire Family
The Longmire Family is currently planning on moving from their home in Columbia,
Maryland due to a new job opportunity for Ms. Stacy Longmire at Stanley Black and Decker,
701 E. Joppa Rd, Towson, MD 21286. Dr. Lawrence “Larry” Longmire teaches at the Johns
Hopkins University, Johns Hopkins University, 3400 N. Charles Street, Baltimore, MD 21218.
The family wants to move to a new home within 40 minutes of commuting between their
jobs. Additionally, they hope to find a minimum 4-bedroom home that cannot exceed 30% of
their monthly take-home pay (after taxes) $ 15,296 per month ($4,588). Other
considerations are school rankings and additional amenities such as recreation and
shopping. The family is very active, and they expressed a preference for outdoor activities
that are appropriate for the whole family.
Table 1. Client Profile
Name
Age
Stacy Longmire
38
Lawrence Longmire
41
Chas Longmire
Libby Longmire
Robert Longmire
16
14
5
Occupation
Director of Finance, Stanley Black and
Decker
Professor of Mathematics, Johns Hopkins
University
Student
Student
Student
Income
$160,000
$112,000
N/A
N/A
N/A
Criteria for Selection
For your selection process, your manager is requiring you to use the following standard
criteria—
• Location – Must be within a 40-minute commute for both Longmire parents and
within a community that has families with school-aged children.
•
Size – A comfortably sized house with a minimum of 4 bedrooms, 2.5 bath. The
home’s size should average 675 sq ft. per person. The home should be on a
minimum of 1/3-acre lot. Additionally, both parents enjoy having a home office to
work from on the occasions that they need to work from home; they’d love to have a
play space for the children, and they also entertain their large extended family for
holidays and summer barbeques.
•
Price – Monthly mortgage (including real estate taxes, homeowner’s insurance, and
HOA if applicable) cannot exceed 30% of take-home per month or $4,588. In your
calculation, assume that the family currently has $140,000 in equity to use as a
down payment on their new home, and they will qualify for a 30- year fixed 3.25%
interest rate on the mortgage.
•
Comparable Properties – Similar homes within the neighborhood must be priced
within 10-20% of the home’s value. (The recommended home price must be in-line
with comparable properties). Compare the size and price of the home along with
upgrades that add value. Select two (2) homes within one (1) mile of the home to
compare prices. For comparable, you are trying to determine the best value for the
price. To provide an apt comparison, research the price per square foot of each
home.
•
Schools—Public schools ideally should be in the top 20% of rankings or in the top
80+ percentile. Well-ranked schools are very important for this family. The intern
should review the National Association of Realtors (NAR) guidance in Appendix to
determine what types of educational information and recommendations are
allowed.
•
Additional Amenities— Amenities must include recreation and shopping. For this
criterion, you will need to review amenities—use your best judgement. The family is
very active with a preference for outdoor activities, so you will need to review local
parks, pavilions, campgrounds, ballfields, and trails.
WA#2 Write an Evaluative Memo
For the first part of your project, you will draft a memo that adheres to the basic principles of
business writing:
• Use proper memorandum format.
• Provide a proper addressee.
• Provide attribution (citation) for your sources.
• Include an introductory statement that foreshadows or “sells” the main idea.
• Use deductive structure.
• Condense information using a minimum of one table, chart, graph, and/or image.
• Use well-developed headings.
• Use chunked paragraphs.
• Use error-free prose.
This evaluative report must be type-written and comply with these requirements-• File Format: Electronically using a Microsoft Word compatible file. (No .pdf)
• General Formatting: See Rubric.
• Font: Times New Roman, 11-point (text); Arial, 13-point for headings (optional).
• Spacing Single
• Documentation and Style: APA Publication Manuel 7th Ed.
• Use File Naming Convention: LastName_FirstNameInitial_RealEstateMemo
PA#2 Develop a 3 – 5 Minute Pitch Presentation
For the second part of your project, you will give a three-minute pitch based on your
recommendation to your supervisor. You must provide at least six PowerPoint slides (no
max limit) as visual aids (plus an introductory and reference slide). You must identify the
wants and needs of your audience (see. Assignment Scenario). For your presentation, you
will be evaluated by several criteria:
•
•
•
•
•
•
Content focused on the process of making your selection
Organization of information
Relationship between content and visual aids
Professional demeanor
Interaction with Audience
General public speaking skills
APPENDIX
National Association of Realtors Guidance on Steering
https://www.nar.realtor/fair-housing-corner/steer-clear-of-steering
Working with Buyers, Fair Housing, Fair Housing Act – July 10th, 2020
“Steering” is the practice of influencing a buyer’s choice of communities based upon one of
the protected characteristics under the Fair Housing Act, which are race, color, religion,
gender, disability, familial status, or national origin. Steering occurs, for example, when real
estate agents do not tell buyers about available properties that meet their criteria, or express
views about communities, with the purpose of directing buyers away from or towards
certain neighborhoods due to their race or other protected characteristic. If a client requests
a “nice,” “good,” or “safe” neighborhood, a real estate professional could unintentionally
steer a client by excluding certain areas based on his or her own perceptions of what those
terms means.
The following best practices will help you steer clear of steering:
•
Provide clients with listings based on their objective criteria alone.
•
When a client uses vague terms such as “nice,” “good,” or “safe,” ask impartial
questions to clarify their criteria, such as property features and price point.
•
Only communicate objective information about neighborhoods and direct clients to
third-party sources with neighborhood-specific information.
•
Learn to pay attention to your unconscious biases. When evaluating what a client
objectively wants, ask yourself why you have eliminated certain areas, if you have.
Business Writing Memo Rubric
Message
Criteria
Provides a stand-alone introduction. Answers the question of “So what?”
Weight
10%
Scoring Guide
Exceeds Expectations (9-10) Provides the reader with a clear purpose, bottom-line, and parallel
summary.
Meets Expectations (7-8) Purpose statement and summary are present and well disposed,
however, the bottom line is vague and doesn’t convey the entire “story.”
Fails to Meet Expectations (6 or below) Purpose statement and/or summary are present and
well-disposed, but no bottom-line is provided.
Addresses all assignment specific questions. Answers the question of
“What’s the story?”
10%
Scoring Guide
Exceeds Expectations (9-10) All of the questions posed by the assignment are answered with a
high-level of quality and completeness.
Meets Expectations (7-8) All of the questions posed by the assignment are answered, but there
are problems with the level of detail.
Fails to Meet Expectations (6 or below) Document fails to answer key questions; more, there
may be issues with the level of detail.
Provides an appropriate next action. Answers the question of “What’s
next?”
10%
Scoring Guide
Exceeds Expectations (9-10) Next action is clear and based on the mandate of the assignment:
return response, conclusion, recommendations, and/or findings.
Meets Expectations (7-8) Next action is provided; however, it may be unclear and/or not based
on the mandate of the assignment.
Fails to Meet Expectations (6 or below) Next action is unclear, and it is not based on the
mandate of the assignment; next action may be omitted all together.
Provides sufficient documented support for all relevant statements.
Scoring Guide
Exceeds Expectations (9-10) – All information that is not common-knowledge or fact is
properly cited parenthetically and indexed to a reference page using proper APA citation
format.
Meets Expectations (7-8) – Most information that is not common-knowledge or fact is properly
cited parenthetically and indexed to a reference page; however, there may be specific issues
with the citation format.
Fails to Meet Expectations (6 or below) – Document contains improperly cited sources or
citations that have been completely omitted.
10%
Score
Organization
Criteria
Structures the document deductively
Weight
10%
Score
Scoring Guide
Exceeds Expectations (9-10) All topics are presented using the appropriate structure based on
the rhetorical situation: topic sentences are clear and reflect the core-point of the paragraph,
flow of supporting details is logical, and concluding sentences [of paragraphs] are effective;
order of paragraphs is strategic.
Meets Expectations (7-8) Most paragraphs have topic sentences that give the bottom line for
the paragraph, but topic sentences lack precision.
Fails to Meet Expectations (6 or below) Some paragraphs may have discrete topic sentences,
but they are in the middle or at the end of the paragraphs.
Organizes document (parallel) and provides transitions at all levels:
document, section, paragraph, and sentence level.
10%
Scoring Guide
Exceeds Expectations (9-10) All sections, paragraphs, and sentences contain explicit transitions
that contribute to the logical flow of the document; reader can quickly link ideas at all levels of
the document.
Meets Expectations (7-8) Most sections, paragraphs and sentences contain explicit transitions,
but they seem forced in some cases by violating the known-new contract.
Fails to Meet Expectations (6 or below) Some transitions between sections, paragraphs and
sentences, but they are inconsistently applied.
Design
Criteria
Uses proper formatting conventions for a usable document.
Weight
10%
Scoring Guide
Exceeds Expectations (9-10) All formatting conventions are applied: Margins are 1.5″ at 12 pt
font; layout of block or modified block (when appropriate); single line spacing; bold sans-serif
font (Arial) for headings; serif font (Times New Roman) for body copy.
Meets Expectations (7-8) Most formatting conventions are applied; however, there may be
specific errors in their application.
Fails to Meet Expectations (6 or below) – Some of the formatting conventions are applied;
however, they may have been applied in a haphazard manner.
Uses advance organizers (like Headings) when appropriate.
10%
Scoring Guide
Exceeds Expectations (9-10) – All advance organizers are properly applied: headings are
message-style and act as headlines for each section (when appropriate); sections use
appropriate heading levels; bulleted and numbered lists are introduced using an independent
clause with appropriate punctuation; bulleted and numbered lists are grammatically parallel.
Meets Expectations (7-8) – Some of the advance organizers are properly applied; however,
they may have been applied in a haphazard manner.
Fails to Meet Expectations (6 or below) – no advance organizers are properly applied.
Provides usable figures and tables when appropriate.
10%
Score
Scoring Guide
Exceeds Expectations (9-10) All figures and tables are easy to read, clearly labeled, introduced
in the preceding paragraph, cited properly, and analyzed directly after.
Meets Expectations (7-8) Most figures and tables are properly applied; however, there may be
issues with its introduction, labeling, citations, and analysis.
Fails to Meet Expectations (6 or below) Some of figures and tables are properly applied;
however, there may be issues with its introduction, labeling, citations, and analysis.
Professionalism/Style
Criteria
Chooses words appropriately for the audience; writes in plain English and
avoids lofty diction.
Scoring Guide
Exceeds Expectations (9-10) – Language is in “plain English” and words are clear and precise
and give a particular meaning where appropriate.
Meets Expectations (7-8) – Language is in “plain English” but words are not precise enough to
convey the proper meaning: jargon, idioms, clichés, and euphemisms.
Fails to Meet Expectations (6 or below) – Language is specific to a single discourse community;
conversely, it may be too informal to be taken seriously by a discourse community; the
language used in the document demonstrates that the audience is not taken into account.
Free from issues of lower order concerns (LOCs): spelling, grammar,
punctuation, and mechanics.
Deduct 2% per LOC detected to a maximum of 10% for the paper. Allow remediation of LOCs
by a visit to writing support or a detailed remediation paper submitted to instructors.
1–2-point deduction for lateness
Curve
Total Score
Weight
10%
Score
Business Excellence
Department of Finance
Business Communications, BUSX 301
Rubric
I. Message
a. Provides a stand-alone introduction. Answers the
question of “So what?”
Weight
Score
10
Scoring Guide
Exceeds Expectations (9 – 10): The presenter’s opening is creative/interesting/attention grabbing
and focuses on the issue/main claim. They introduce themselves and establish their credibility and
goodwill.
Meets Expectations (7 – 8): The presenter’s opening is somewhat creative/interesting/attention
grabbing; however, it may lack focus on the issue. They may not introduce themselves or establish
credibility and goodwill.
Fails to Meet Expectations (6 or below): The presenter’s opening lacks focus and fails to draw
interest and/or attention. The speaker fails to introduce themselves or establish credibility and
goodwill.
b. Addresses all assignment-specific questions. Answers the
question of “What’s the Story?”
10
Scoring Guide
Exceeds Expectations (9 – 10): The presenter answers all questions posed by the assignment. They
support claims with a sufficient level of detail, clearly interpret evidence and connect it to their main
claim/thesis, and they introduce and cite external sources, quotes, and/or statistics.
Meets Expectations (7 – 8): The presenter answers most of the questions posed by the assignment;
however, their reasoning or evidence may come across as incomplete with insufficient detail.
Additionally, their evidence may lack clear interpretations and connections to their thesis.
Fails to Meet Expectations (6 or below): The presenter fails to answer almost all questions posed
by the assignment. Their evidence is not persuasive nor clearly explained.
c. Provides an appropriate next action. Answers the
audience question of “What’s Next?”
10
Scoring Guide
Exceeds Expectations (9 – 10): The student presents summary and next action clearly and
concisely, meeting the mandate of the assignment. They end the presentation in a creative, memorable
way.
Meets Expectations (7 – 8): The presenter rushes through an unclear/vague next action/summary.
Fails to Meet Expectations (6 or below): Conclusion is absent.
d. Provides sufficient documented support for all relevant
statements.
10
Scoring Guide
Exceeds Expectations (10): The speaker cites all evidence on corresponding slides [*via in-text
citations] and/or explicitly states them. They also provide an APA-style reference slide.
Meets Expectations (8 – 9): They miss some slide references, and their citations contain some
errors.
Fails to Meet Expectations (7 or below): There are missing citations throughout the presentation
and reference slide.
II. Organization
a. Presents content in a logical order.
Weight
Score
10
Scoring Guide
Exceeds Expectations (9 – 10): The presenter ends intro with an overview or objectives slide. Their
rhetorical structure is appropriate, and their main ideas are clear and logically ordered. Their
transitions are also effective (i.e. foreshadow upcoming content; do not seem forced).
Meets Expectations (7 – 8): Their thesis and key points may need focus; however, they are
presented in a logical order. An overview, objectives, and/or transitions may be missing.
Fails to Meet Expectations (6 or below): The rhetorical structure is inappropriate and key points
are hard to follow.
III. Design
a. Uses a simple, highly visual slide design that supports the
content of the presentation.
Weight
Score
10
Scoring Guide
Exceeds Expectations (10): The speaker uses a simple, highly visual slide design that is easy to read
yet dynamic (e.g., great photos, icons, diagrams, graphs; consistent, visually appealing color theme with
high contrast and easy-to-read fonts; varying bullet layouts and call-out boxes).
Meets Expectations (7 – 9): The speaker uses a highly visual slide design; however, some elements
are cluttered, busy, or difficult to read. The slide layout may be monotonous (e.g., few images, same
bullet layout for almost all slides).
Fails to Meet Expectations (6 or below): The design is visually unappealing; it is too sparse or
too busy, cluttered, and hard to read.
IV. Style
a. Connects with the audience using activities, questions,
visuals.
Weight
Score
10
Scoring Guide
Exceeds Expectations (9 – 10): They interact regularly with audience; uses activities, handouts,
questions, and visual aids effectively.
Meets Expectations (7 – 8): They interact intermittently with the audience; uses some activities,
handouts, questions, and visual aids.
Fails to Meet Expectations (6 or below): They fail to interact with the audience or provide
activities, handouts, questions, and visual aids.
b. Uses effective non-verbal communication: confident eye
contact, body language, gestures, and movement.
10
Scoring Guide
Exceeds Expectations (10): The presenter establishes and maintains consistent eye contact. Their
stature is open & relaxed with good posture. Additionally, they use natural hand gestures/movements
to emphasize points.
Meets Expectations (8 – 9): They use intermittent eye contact. Occasionally, their stature appears
tense and closed off.
Fails to Meet Expectations (7 or below): They fail to use appropriate eye contact; body language
appears closed; poor posture; little to no use of hand gestures.
c. Demonstrates poise and enthusiasm.
10
Scoring Guide
Exceeds Expectations (10): The speaker appears comfortable and invested in presentation/topic.
Their speech flows smoothly with a dynamic tone.
Meets Expectations (8 – 9): The presenter displays mild or occasional discomfort. Their “flow” is
choppy at times (e.g., they may lose their train of thought).
Failed to Meet Expectations (7 or below): The speaker seems nervous, unprepared, or
disinterested.
d. Speaks with appropriate enunciation, diction, and
volume
10
Scoring Guide
Exceeds Expectations (10): The student enunciates words clearly, and their speech is well-paced,
(i.e., they do not speak too fast or too slow). They also project their voices appropriately (i.e., they are
not too loud or soft), and they abstain from filler-words (e.g., “um,” “like,” “uh,” “you know”).
Meets Expectations (8 – 9): The student is occasionally hard to hear or understand due to poor
enunciation, speed, or volume. They may also use some filler-words, but not enough to be distracting.
Fails to Meet Expectations (7 or below): The student speaks too loudly or too softly and/or too
quickly or too slowly. They may also use too many filler-words and/or mumble or slur their words
excessively. *Please Note: If you have a speech impediment or any concerns regarding this scoring
category, communicate this to me prior to the presentation.
V. Extra Credit & Deduction Points
Weight
Deductions
Arrived late for presentation
Disrespectful during others’ presentations throughout the semester (e.g.,
on phone, talking, etc.)
Submitted Slides late
Did not meet time constraint
(-.5/5min)
(-1/disruption)
(-1/day)
(2 min over or 1
min under = -1)
Grammatical Errors
(-1 per error)
E.C.
Total
100
Score
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