2010 - Public Relations Society of America

Putting Theory, Research and Strategic Thinking to Practice in Writing Courses
Tia C. M. Tyree
Howard University
ttyree@howard.edu
Many educators teach students to produce PR tools setting them up to become
entry level works able to execute their technician roles well. Yet, the challenge is creating
students who are strategic thinkers who write effective PR tools that take into account PR
theories, research and fold within a well-developed strategic plan.
In my PR Writing I course, students to do it. Students select a “client” based on a
real for-profit, nonprofit or government entity. They develop a complete “8-Point” * plan.
Plan components - from completing research to develop the situation analysis to
identifying the audience and writing the tools within the tactic section - help students put
their tools into proper context. Each tool must relate to an objective, thus teaching
students how to make proper connections between the development and execution of a
tool and its ability help the client reach its objectives. Further, students must complete a
“writing assignment assessment sheet” for each completed assignment forcing them to
look critically at their work by identifying which PR theory or concept drove the
development of or content within the tool as well as outline the strengths and weakness in
their writing.
Overall, a student’s final project is the submission of a strategic plan with the PR
tools, which could include blogs, website text, press releases, media advisories, pitch
letters and more. In essence, this course acts as the training ground for students to ensure
they are able to meet the expectations of their real clients when they reach our Capstone
Course their senior year.
* The plan is based on the one outlined by Dennis L. Wilcox in the 5 th Edition of Public
Relations: Writing and Media Techniques published by Allyn and Bacon.
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