[Instructors: Download PDFs of the exercise and its key at the bottom of this post.]

A contraction is a word that combines two words in a shortened form, usually with an apostrophe taking the place of a letter or letters. Contractions help make prose less formal and more conversational. However, business communicators sometimes wonder when exactly to use a contraction.

In general, contractions should not be used in the following cases:

• in formal writing such as academic papers and legal documents
• when the apostrophe indicates the possessive and could be mistaken for a contraction (the department’s copier)
• when the contraction is uncommon (it’d for it would or who’re for who are)
• when the contraction requires multiple apostrophes (she’d’ve for she would have)

In business writing the question of using a contraction depends on the audience and purpose of the communication. For example, when writing important instructions, writers would not use contractions because a formal tone is a signal to readers to consider the content important. On the other hand, using words such as cannot and would not instead of can’t and won’t would sound unnatural in a text message between colleagues.

Your task. In the sentences below, test your knowledge of contractions. Circle the correct choice of a contraction or two separate words and write down the reason that prompted you to make that choice.

1. Don’t/Do not use the toaster near water.
2. Hey, Benny, I will/I’ll let you know tomorrow when I can drop off the new laptop.
3. Chen should not have/shouldn’t’ve criticized Maggie in front of everyone.
4. Do not/don’t tamper with the blood specimens before they are picked up.
5. The volunteers said they’d/they would hand out water bottles before the movie began.
6. You are/you’re invited to join us at Manfield Park for a laid-back barbeque on Labor Day.
7. Effective communication would have/would’ve led to enhanced productivity, heightened customer satisfaction, and significant cost savings.
8. Although I’m/I am hesitant to be leaving Next.com., working at such an innovative start-up has been a memorable experience.
9. After the interview, I am/ I’m even more excited to become a part of FarmToTable.
10. Passengers shouldn’t/should not open the door until the vehicle comes to a complete stop.

When to Use Contractions_Exer

When to use contractions_Key

San José State University (SJSU) is located in the heart of Silicon Valley, where much generative AI has been developed. In its Vision Statement, the university acknowledges the significance of artificial intelligence (AI), machine learning, and robotics. After all, SJSU faculty and student research contributes to the development of these emerging technologies. The university states it is committed to ethical principles as it is exploring how to teach with AI.

Given the immense popularity of AI chatbots such as ChatGPT among students, the university recently updated its Academic Integrity policy for avoiding plagiarism. It defines plagiarism as follows:

[T]he act of representing the work of another as one’s own without giving appropriate credit, regardless of how that work was obtained, and submitting it to fulfill academic requirements.

The italicized sections in the policy emphasize two important points:

• • Doing academic work requires that the work you turn in is your own. A paper that is written by AI is not considered your own original work.
  • It doesn’t matter which AI program/software you use. Using any of these to write your papers is considered a form of plagiarism.[1]

Across the country, colleges and universities like SJSU are grappling with AI and plagiarism. The questions below are designed to stimulate debate with your peers and help you understand the implications of this important issue. [Instructors: Download PDFs of the questions and an answer key at the end of the post.]

1. Based on the definitions provided by San Jose State, why is using generative AI on a writing assignment considered plagiarism?
2. As you read the SJSU rules carefully, does it appear that AI generated work is permissible if you admit having used, say, ChatGPT and provide a citation in MLA or APA format?
3. Considering that in the workplace you may very well be asked to use AI to help you write, is SJSU’s strict policy realistic? How can you use AI ethically?
4. Conduct a search of your university’s web pages. Look for AI policies. Check with your instructor which rules your university has imposed regarding the use of gen AI. You may find answers in the syllabus. How do your organization’s policies compare to SJSU’s?
5. If your university allows AI use in some form, why should you document the use of AI chatbots even for editing your text? After all, spelling and grammar checking with Grammarly, which is also AI-based, does not need to be cited.
6. Why is it important to personalize business correspondence generated by AI?
7. What are some ways to personalize AI-created text?

Further critical-thinking questions to entertain with students could include the following:

1. What is the purpose of a college education?
2. How does the use of uncited sources, including AI, affect assessment, i.e., grading?
3. What does voice mean in the context of writing and why is it important?

Note: The rules of AI use in academic writing are evolving fast, resulting in sometimes contradictory statements. Departing from the university’s sweeping prohibition of AI in the writing of papers, the School of Information at SJSU seems to allow AI if it is cited and documented in APA format. Know your institution’s AI policies. A course syllabus may be a starting point.

[1] San Jose State University (n.d.). Artificial intelligence (AI) & Plagiarism. https://library.sjsu.edu

Clarifying-AI-and-Plagiarism_Exercise

Clarifying-AI-and-Plagiarism_KEY

The use of reflection as a means for students to assess the way they learn has become an important part of the college instructor’s pedagogy. In the business communication classroom, using a reflection exercise at the end of the term can help students become aware of how their academic pursuits matched up with their goals. And what better way to practice their new business writing skills than writing about what they have learned in your classroom?

Below are two prompts that business communication instructors can adapt as a meaningful way for students to reflect on the school year or the spring semester. Tell students whether you will grade their responses and the level of detail you expect. Perhaps provide them with a minimum and maximum word count if you have used that measure during the semester.

Start with these instructions:

Using the writing strategies you have learned this semester, compose an e-mail or a memo addressed to me in which you evaluate your own growth as a business communicator. Choose one of the prompts below to generate ideas for your message.

Prompt 1: Reflection Geared to Increase Success

Now that you have completed [insert class or other measure], take a moment to review the ways in which you can learn from your experience. Respond to these questions:

• What are you better at now than you were at the beginning of the term/year?
• What made these improvements possible?
• What accomplishment has given you the most pride? Why?
• What went well this term/year?
• Which tools helped you the most this term/year?

Prompt 2: Reflection Geared to Decreasing Challenges

Now that you have completed [insert class or other measure], take a moment to review the ways in which you can learn from your experience by responding to these questions:

• What did not turn out as you would have wished this year/term?
• Why do you think this occurred? Be specific.
• What have you learned about what you need to do to make future attempts more fruitful?
• What challenges did you experience, and what did you take away from that experience?