Employers, higher education faculty, and accrediting bodies value communication as an important entry-level job skill. Unfortunately, research indicates that college graduates have inadequate communication skills and, in particular, lack strong business writing acumen. The ways business communication is taught, integrated, and assessed varies by business education programs. Some programs offer standalone business communication classes; others use a more integrated approach such as a centralized model in which a Communication Center assists students with writing assignments across business courses. Whether taught as standalone classes or integrated across the curriculum, assessment of writing assists in determining whether the delivery method is effective. This paper reviews two methods of delivery within a business college and compares the assessment of students' business writing skills in standalone classes with the assessment of students' business writing skills where instruction is integrated into other coursework and supplemented with a Professional Writing Center located in the college. A new model is proposed to build student intentions for enhanced professional communication display through fostering expectations.