Since the late 1980s through the early 2000s social media and texting have started booming and becoming well known communication avenues around the world. Every year since these platforms have continued to gain popularity and is one of the most common ways to communicate today. This has played a role in the rise of unprofessional communication within the business world. This article examines the past and new data on if social media and texting are to blame for the gap of unprofessional communication in the workplace, focusing mainly on written communication. In addition, a project-based learning project is summarized to help high school students, who are taking business courses for college credit, understand the importance of having professional communication within a business setting, while creating a professional email and sharing their findings on why professional communication is important with their classmates throughout the school.

This course is a core requirement for the Masters in Engineering program designed to teach students about the roles of today's professional engineer and expose them to team-building skills through lectures, team workshops, and seminars. Topics include: written and oral communication, job placement skills, trends in the engineering and construction industry, risk analysis and risk management, managing public information, proposal preparation, project evaluation, project management, liability, professional ethics, and negotiation. The course draws on relevant large-scale projects to illustrate each component of the subject.

Students will build literacy skills by researching a retail company. They will synthesize the information they uncover into a written paper, a slideshow/presentation, and a poster/infographic which they will then present in front of an audience.

This independent training module by the Health Workforce Initiative teaches written communication for producing professional quality healthcare documents. After explaining the importance of written communication in healthcare, the module provides two main activities. I would recommend just the first activity as that aligns with the standard, and the second one does not. For the first activity, students will receive a “Discharge Instructions” document, and the students will rewrite this document using professional words that a patient without a healthcare background would understand. The goals of this activity are for students to practice professional writing for healthcare documents, identify terminology they should use to communicate with patients in healthcare documents, and practice some English Language Arts skills.