COMM 390 at the University of Maryland Global Campus is a practicum in the writing managers actually do: documents meant to get a decision made and acted on.
UMGC describes the course as a practicum in the communication skills managers need in the workplace, with the goal of developing persuasive managerial communication for organizational decision-making and action. It fulfills the general education requirement in communications, so students from business, IT, public safety and many other majors take it.
The challenge is a change of mindset. Academic essays reward depth and nuance; managerial writing rewards a clear recommendation, evidence a busy reader can check quickly, and a next step. Students who write a polished essay when the brief asks for a memo often lose marks.
Course at a Glance
| Item | Details |
|---|---|
| University | University of Maryland Global Campus (UMGC) |
| Course code | COMM 390 |
| Credits | 3 |
| Prerequisite | WRTG 112, WRTG 101 or WRTG 101S |
| Requirement | General education: communications |
| Credit overlap | Credit for only one of COMM 390, HUMN 390, WRTG 390 or WRTG 490 |
| Typical work | Memos, emails, short proposals and reports aimed at a workplace decision |
What COMM 390 Covers
The official description is short, so the topics below are the skills it implies. Exact assignments vary by section.
- Audience analysis: working out who decides, what they already know and what they worry about.
- Persuasive structure: putting the recommendation first and supporting it with reasons and evidence.
- Workplace genres: memos, emails, briefing notes, proposals and short reports, each with its own conventions.
- Action-oriented writing: ending with a clear request, owner and deadline rather than a summary.
- Tone and ethics: persuading without exaggerating, and delivering bad news with tact.
Key Concepts Explained
Bottom Line up Front
Managers read the first lines and decide whether to keep going. Stating the decision you want in the subject line or opening sentence respects that habit and makes the rest of the document a set of supporting reasons.
Weak opening: "This memo discusses various issues related to our current scheduling software."
Stronger opening: "I recommend we move to a shared scheduling tool by 1 March. It removes double-booking, saves each supervisor about an hour a week by our own estimate, and fits within the current software budget."
Reader Benefit
Persuasion in a workplace depends on showing what the reader gains or avoids. A cost saving matters to finance; reduced overtime matters to an operations lead. The same proposal may need a different emphasis for each audience.
Scannable Design
Headings, short paragraphs, bulleted options and a small comparison table let a reader find the point in seconds. Formatting is part of the argument in COMM 390, not decoration.
Typical Assignments and How to Approach Them
Assignments in this course typically ask you to produce a document for a realistic workplace scenario. Common types include:
| Assignment type | What it tests | How to approach it |
|---|---|---|
| Persuasive memo | Clear recommendation and reasoning | Decision first, three reasons, one request |
| Proposal | Problem, solution, cost and benefit | Define the problem with evidence before the fix |
| Bad-news message | Tone and tact | Give the reason, the decision, then an alternative |
| Short report | Organizing findings for a decision | Summary page first, detail in sections |
| Revision and reflection | Learning from feedback | Show specific changes, not general promises |
Where Students Get Stuck
- Burying the request. If the ask appears in the last paragraph, move it to the top and repeat it at the end.
- Writing for the instructor. Write for the named reader in the scenario. Ask what that person needs to say yes.
- Unsupported claims. "This will improve morale" needs a reason or a source. Use the scenario data or cite credible evidence.
- Ignoring objections. Name the most likely concern (cost, disruption, risk) and answer it briefly.
- Wrong genre. A memo with an essay introduction and conclusion reads as off-brief. Check the conventions of the format asked for.
Study Tips for COMM 390
- Write a one-sentence purpose statement before drafting: "I want [reader] to [action] by [date] because [main reason]."
- Read your draft as the decision-maker. Mark every sentence they could skip, then cut most of them.
- Keep a swipe file of good workplace emails and memos you receive and note what makes them work.
- Use the rubric as a checklist and make each criterion visible on the page.
- Read aloud for tone. Anything that sounds defensive or pushy usually needs softening.
How We Help with COMM 390
Send the assignment prompt, the scenario details, the rubric and any instructor feedback. A writer with business communication experience can prepare a model memo or proposal, edit your draft for structure and tone, or explain how to adapt a document for a different reader.
For longer persuasive documents aimed at decision-makers, our policy brief writing guide covers related techniques.
GradeEssays is independent of the University of Maryland Global Campus. Our work is a reference and learning aid: use it to understand the approach, then write and submit your own document under UMGC's academic integrity policy. Every order is written from scratch, plagiarism-checked, and includes free revisions within the scope of your original request.
Write Like the Manager in the Room
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Frequently Asked Questions
Yes. UMGC lists COMM 390 as fulfilling the general education requirement in communications.
UMGC lists WRTG 112, WRTG 101 or WRTG 101S as the prerequisite, so you should already be comfortable with academic writing basics.
UMGC allows credit for only one of COMM 390, HUMN 390, WRTG 390 or WRTG 490, so check your degree plan before enrolling in more than one.
Not really. The focus is persuasive workplace documents such as memos and proposals, where a clear recommendation and action step matter more than an essay structure.
Follow your instructions. As a rule, workplace memos are as short as the decision allows, often one or two pages with headings.
No. We provide model documents, editing and feedback to help you learn the skills; the work you submit should be your own.