Two versions of one message anchor this GB512 Unit 2 audience rewrite: a delivery change written for a purchasing director, then for clinic office managers, with a rationale. Searches like "gb 512 unit 2 assignment example", "gb512 unit 2 sample" and "gb512 unit 2 example" land here.
What a finished GB512 Unit 2 audience rewrite exercise looks like
Three parts make up the finished exercise: the two messages and a rationale of three hundred to five hundred words. The scenario used here has a medical supply distributor moving customers from twice-weekly to weekly delivery with a new Tuesday noon order cutoff. The version for the customer's purchasing director opens with the reason and the offsetting benefit, a freight saving passed through as a lower delivery fee, then states the effective date and the contract terms left unchanged. The version for the clinic office managers who place orders opens with the new cutoff and what happens to orders placed after it, uses a short list for the two changed steps, and skips the freight economics entirely. The rationale memo walks through each difference and names the reader trait behind it.
How a GB512 Unit 2 example is structured
The exercise is built so that comparison is easy. Both messages appear first, one after the other under labels identifying the reader. They share the same facts: the date, the schedule, the cutoff, the fee. What differs is sequence and selection. The executive version leads with rationale and financial effect, because a purchasing director weighs the change against a contract. The operational version leads with the action required, because an office manager needs to know what to do on Tuesday. The rationale memo follows, organized by dimension rather than by message: opening, order of information, vocabulary, length, format, tone. Each dimension names the change and the reader characteristic behind it, sometimes citing the course's audience analysis framework, and a closing line confirms that the facts match across both versions, item by item.
Same facts, checked twice
Effective date, new cutoff, and fee change are identical in both versions, and the example includes a closing check that lists them. Inconsistent facts between rewrites are an easy deduction and suggest the second message was drafted without the first open beside it.
The director's version leads with money
The purchasing director learns why the schedule changed and what it saves before learning the operational detail. Contract language appears, because that reader will look for it. The tone is peer to peer, and the message is short enough to forward to a finance colleague without editing.
The office version leads with action
Office managers placing orders get the Tuesday noon cutoff in the first sentence, a two-item list of what changes in their routine, and a contact for late orders. Freight economics are left out because they do not help this reader do anything differently.
A rationale organized by dimension
The memo compares the versions on opening, sequence, vocabulary, length, format, and tone, one paragraph each. Organizing by dimension forces every difference to be explained, where organizing by message tends to describe each version again without saying why they diverge.
Reader traits named explicitly
Each rationale paragraph ties a choice to something about the reader: role, prior knowledge, the decision that reader owns, the loss that reader wants to avoid. Naming the trait is what turns the rationale from description into analysis, and it is the part most graders read most closely.
Where marks go in GB512 Unit 2
In most GB512 sections, this exercise is graded on audience adaptation, consistency, and the quality of the rationale, with mechanics in the background. Top-band rewrites differ in structure and selection, not only in greeting and vocabulary; two versions that share an opening sentence with a few words swapped rarely clear the middle band. Consistency is checked directly, and a changed date or fee between versions costs points. The rationale row often carries the most weight because it shows whether the differences were chosen or accidental. Rationale paragraphs that name a reader trait and link it to a specific edit score well, while those that describe the versions without explaining them do not. Some sections ask for a source on audience analysis; where they do, the course text usually suffices.
Get a GB512 Unit 2 example written to your instructions
Give the Unit 2 prompt, the two readers it names, and your GB512 rubric to the desk. Both rewritten versions and the rationale are written in 24 to 48 hours, the first sample free, with facts kept identical across the pair. Invented scenarios work too when the prompt asks you to supply one.
GB512 Unit 2 questions, answered
What if my prompt lets me choose the message and both readers?
The strongest finished examples choose a message with real stakes for two readers who differ in role and knowledge, such as a policy change seen by an executive and by frontline staff. Readers who are too similar produce versions that barely differ, which limits what the rationale can say. The sample shows how far apart two versions can reasonably go.
How long should each rewritten version be?
Length is itself an audience decision, so the two versions usually differ. An executive version often runs shorter, and an operational one may run longer if it includes procedures. Most GB512 prompts set a range or a page limit for the whole submission. Staying inside it while letting each version find its own length is what graders expect.
Does the rationale need citations?
Some sections require one or two, commonly the course text's audience analysis framework; others treat the rationale as reflective and skip sources. Your instructions settle that. Where citations appear, they support a claim about readers, such as how executives scan messages, rather than decorating the memo. APA format applies if sources are used.