BCOM 10e Business Communication (2020Carol M. Lehman_ Debbie D. DuFrene_ Robyn Walker) (1)-1-136-57-80_recognized_1.pdf

‘ Preparing Written Messages LEARNING OBJECTIVES After studying this chapter, you will be able to ... Identify factors affecting readability, and revise messages to improve readability. Understand the differences between academic and business writing. @ Revise and proofread a message for content organization, Apply techniques for developing effective introductions, style, and tone, as well as mechanics, format, and layout sentences, and uniﬁed and coherent paragraphs. Q Prepare visually appealing documents that grab the reader’s attention and increase comprehension. Quit GENRE or BUSINESS WRITING In Chapter 3. you learned about the importance of fol» lowing a systematic process to develop business messages. The applications in Chapter 3 guidcd you in developing a clear, logical plan for your message that focused 011 the needs ol‘ the receiver (Steps 1—5). Effectively capturing involves skillftil use of language and careful attention to Business writing is just one of several genres of writing. Obviously. it is different from fiction or poetry; it differs from academic or compositional writing in many issues—the remaining two steps ways and is more akin to technical writing, Thereibre, your ideas for various business communication situations learning to be a goocl business writer often requires in this important process are shown in Figure 4.1, PROCESS FOR PLANNING AND PREPARING SPOKEN AND WRITTEN MESSAGES STEP 1 Consider the STEP 2 Determine the purpose. applicable contextual forces and selet‘t an appropriate channel and medium STEP 4 STEP 5 Emisi on the Adapt the Organize STEP 3 audience STEP 5 STEP* 7 \ ' Prepare the Revise and the message first draft message to the audiences needs and cont-ems proofread for accuracy and the desired im pact “You Ilx’llsl'kl on th.- planning lll'll‘t'Ss (Steps 15) in Clitipicril: _\'on\\'il| Il‘ill'it Iu pl't'lmn‘ the lllusstlzt‘ (Steps (ﬁt "I this chapter. —-——— 58 PART TWO: Communication Analysis Cimynghl mm L'cngagc Ixatnlng All my“ Burned Mny MI kmprcd (null‘d I'duplnﬂrd. in while at m yum. Due in rhclmnr "gins. «mm mm mm conical my bf swimmer "M“ the saint unanticinpuin Edimml rnlcw has ikernm “in“, uppmswd crinlcnl am not mutually min the overall leummg e‘pcrmnrt Cengngc Learning Inch/ls lit "an m remove 344mm nmlem ii in.» time intimate-it rights restrict-tins require a / ! unlearning some of the conventions ot' academic or compositional writingr you may have acquired in your previous training. To begin with. the context of business writing is time pressures business audiences are reading messages quickly. That means two things: Business writing should be complete yet concise. and it should be easy to skiiii. Tlierelbre, a business reader is likelyr' never to ask you to very different from academic and compositional \\"l ' write a l'ourfpage report on iiiliii'iiiaiti<)1i that might eas- including the elements ot' audience and purpose. Academic and compositional writing instruction is intended that you need to learn to write in such a way as to pro to teach Students to write formally and correctly to am Vide sufficient “entiy points" into your mes. igt' to enable audience who loves writing and has the leisure time available to linger over it and appreciate its stylistic aspects. in skimming. The style and tone oi" business writing also differ il} be covered in two or three paragraphs. It alm means an academic em‘ironment, the audience is often a teacher from academic or compositional writing. Because coin- who may love literature and is paid to read and analyze positional writing emphasizes the rules at" English as used in the conservative environment ol" the academy. the style is ofteii formal and the tone may be stilted due to the use ot’ overly long sentences and multisyl~ writingr [in its liner qualities. This is not the case for business audiences. many ot’ whom do not like to read or write and don‘t have the time to linger over it. Most business audiences are not analyzing ymu‘ writing for“ grammatical correctness and stylis ic appeal. particularly in the case of routine messages. Instead. the} are reading your messages to gather information they need to move foﬂvard in their job duties Another difference between business writing and academic or compositional writing is that because of labic \\ordsi both of which are more time~cousuming to read—a “(J-110“ ll] 2\ l7l15lilf‘SS context, In contrast. business wri ng tends to use less complex sentences. plain liiiiglizigc—iiiitl a friendly~ personable tone in order to cultivate positive relationships as an important stra- tegic goal. This latter issue becomes more critical in agrowingly diverse. multi-cultural world in which business 5 global CHAPTER 4. Preparmg Wutten Messages rim-mm I'l’ll'cnptgcig.trnthg All new Ruched N” m. hemmed. «alum! manna-a muhvic "mu..." Durilickttmnk nghis «w Him! mny mmcnl miy nnuppmwnmumnmtNut/uncmmi.) bdlmrutmuem 1m themcdihat any mppmmimna-t.nm m: numnallyal’tcrl m mamll Ieammg L‘p‘nenw: Ceiigage Leannng reserve m nyummmowaddnnmni tumcm.‘ M.» nmclisuhwqmm ngl|t~ mitneuﬂmleqmmil 59 EFFECTIVE INTRODUCTIONS, COHERENT PARAGRAPHS, AND POWERFUL SENTENCES and ofteii conducted using technological means. This means that messages are often shorter and more iustau- taneous and may not be absolutely gramimitically correct, as English may not be the participants' first language. To address this change, researchers have developed approaches to English usage to better‘ account for how business people actually communicate in multi—cultural situations, For example, English for Specific Purposes (ESP) and Business English as Lingua Franca (BELF) look at how non-native English users communicate in a business setting. Research on BELF has shown that ~ The grammatical rules and communication norms for BELF use are heavily influenced by the reason for its use (eg, business, travel, etc), ' BELF communication norms are more inﬂuenced by' situational or functional circumstances than native-speaker norms, Once you have determined whether the message should be presented deductively (main idea first) or inductively (explzmation and details first) and have planned the logi- cal sequence of minor points, you are ready to begin (mnposing the message. Normally. m'iting rapidly (with intent to rewrite certain portions, if necessary) is bettei’ than slow, deliberate writing (with intent to a void any need for rewriting portions). The latter approach can be frustrating and can ' BELF users place a higher importance on using the language to achieve goals rather than bemg grammatically correct. ° STEP 6: PREPARE THE FIRST DRAFT BELF speakers will iute sperse other, mutually- known languages when doing so will improve goal ‘tK’lliL‘VL‘TTTCnt. reduce the quality of the finished work. Time is wasted in thinking of one way to express an idea, discarding it either before or after it is vn'itten, waiting for new inspiration, and rereading preceding sentences. Concentrating on getting your idc s dovm as quickly as you can is an efficient approach to writing. During this process, remember that you are preparing a draft and not In conclusion. it is important to remember that business the final copy. If you are composing at the computer, you can quickly and easily revise your draft throughout the writing is a different genre than academic writing. occurring in a different context with different audience expec— writing process. This seamless approach to writing allows tations. Figure 4.2 illustrates the differences between you to continue to improve your working draft until the academic and business writing. moment you are ready to submit the final copy. Numerous DIFFER ES BETW DEMIC AND BUSINESS WRITING Academic Writing Business Writing “riting is to be enjoyed by the reader; style is emphasized easy to read Audience is “ell-educated. literary. and/or intellectually inclined practical task achievement Time is of the essence: writing should be concise and Audience is both specific and ytu‘ied: often focused on As the audience is often English teachers and students. Diverse audience, many are nonnative English mechanical and grammatical correctness s a common writers and speakers. Clarity more important than concem grammatical correctness Short paragraphs. shalt sentences. plain language Lotig paragraphs. long sentences, big words Purpose to inform and state a position; often not sensi- Purposes to inform, persuade. convey goodwill, and tire to broader context Establish ni- maintain credibility Tone is formal: ﬁrst and semud-peison pronouns are Tone is personable: ﬁrst— and second—person pronouns avoided are common F 60 7 PART TWO: Communication Analysis ("imynghi znxv mime flaming 1\II Rip“ kmma Nay ml he tunic-t «amt. “r duplmlrd. in main m m y‘all. on: m rectum "girls «mic (and [tiny tnnlﬂll may be “input“ 1mm lhc tnmt unwiiricnipnii.i Editorial muew In; imam mi. any (meiwnl aim-m that not nhlttlully mm mm mcmll Icammg “puma Cengage Learning was me ngl|i it. Izmovc addnmml tamer“ ii any lime intimate-ii nghh mam-mm "amt ii electronic writing tools are available, and technology udll continue to unfold to enhance the writing process. 4-2a Select the Type of Introduction Deductively organized messages will likely differ in the POSITION THE TOPIC SENTENCE APPROPRIATELY Typically, paragraphs contain one sentence that identities the portion of the topic being discussed antl pres» ents the central idea. That sentence is commonly called type of introduction used compared to an inductively a topic sentence. For“ example, consider the operating organized message. Deductively organized messages typically start with a direct and straightfom'ard introduction systems. The overall topic is how to get satisfactory perfor- that immediately announces the purpose of the nressage inshuctions prepared for company-owned GPS navigation mance from the device. One portion of that topic is setrrp, from the audience’s perspective and provides a brief over- another portion (paragraph) discusses operation, and so view of its contents or organization to aid in quickly grasp- forth. \\7ithin each paragraph, one sentence serves a spe- ing the overall scope of the message and its ordering. For example, a message intended to respond to a reader's query for more information about a company's product offerings might begin as follows: In response to your request, you will ﬁnd an overview of TechPro's line of commercial networking products. The information provided is categorized by both the number of users served and the functionality provided. This introduction recognizes the reader’s request for information and provides additional explanation of what he or she will find in the body of the message. This latter information orients the reader so he or she cart quickly skim the document to find the specific information for which he or“ she is looking. It is irrrpor‘tant that the writer fulfills his or her promise to the reader to organize the information as announced For an inductively organized message, though, a brrffer or goodwill opening might be used to soften the approach and the reader's reception. For“ example, a message to a jolt applicant informing cial function. Sentences that list the steps can appear as one paragraph, perhaps with steps numbered as follows: To set up the system, take thcfollowing steps: 1. Connect. . . 2. G0 to menu settings to . . . In this illustration, the paragraphs are deductive; that is. the topic sentence precedes details. When topic sentencesfollow details, the paragraphs are ind uctive. As discussed previously, the receiver’s likely reaction to the main idea (pleased. displeased. interested. or irot interested) aids in selecting the appropriate sequence. When the subject matter is complicated raid the details are numerous. paragraphs sometimes begin with a nrain idea, follow with details, and end with a summarizing sen» tence. Brit the nrain idea nriglrt not be in the first sentence; the idea could need a preliminary statement. Receivers appreciate consistency in the placement of topic sentences. Once they catch on to the writer's or speakers pattern, they know where to look for main ideas. It is important to remember, thorrglr, that rrrost messages are deductive in organization because of the subject matter and because of him or her that he or she was not selected might begirr as follows: the audience’s needs, In other words, inductive organization is typically only used in barl news messages and persuasive Dietrich Fine Foods greatly appreciates your interest in contributing to our continued success. messages written to resistant audiences. All other types of This example illustrates the use of a single sentence to convey goodwill to the recipient for his or her interest in the company as well as to act as a buffer for the next messages are typically deductive in organization. This is because business audiences are typically pressed for time and deductively organized messages are easier to read if well crafted Well» crafted deductive messages topic instance a sentence that he or she was not selecte(l for the job opening. are easy to skim; the audi» that identiﬁes the portion of 4-2b Develop Coherent Paragraphs the purpose of the message, Well~constructed sentences are combined into para- graphs that discuss a portion of the topic being covered. in just a few seconds. This type of writing enables the To write effective paragraphs, you must learn to (a) audience to quickly grasp develop deductive or inductive paragraphs consistently, the message and immedi- (b) link ideas to achieve coherence, (c) keel) paragraphs uniﬁed, and (d) vary sentence and paragraph length. ately find the information they zu'e seeking. paragraph, which delivers the bad news in a tactful way errce can quickly ascertain its contents, and its location the topic being discussed and presents the central idea of the paragraph deductive paragraph a paragraph in which the topic sentence precedes the details inductive paragraph a paragraph in which the topic sentence follows the details CHAPTER 4: Preparing Written Messages Cmyngm znzrr L‘cngagc rum"; All my“ puma Mny rm hemprcd «we-r rnrupmar. m whilst-rt m pan. on: lu demon: "girls, we rim-l [my am." may he wmmr Imnrtnccﬂrxrk unamcmpum Editorial review in: mm mm any rippmmi tumour in, Int naturally mm rte: overall Icurnmg cxpcrmnct.Ccngagc Learning mm m; rrghl rr. mm addrtmrml mm in an, rm rlsubwqmnl nghh mstnetnns requlrc rl 6l \Vhat this means is that most business readers do not read an entire document carefully. but may jump to a specific section that contains information that is immediately phase." Remember, though. that goo(l techniques needed, or is more important for their speciﬁc tasks A good spotted (and crossed out) in proofreading. writer anticipates that the reader might skim a message and attempts to make this process easier for the reader To pass the “skim testf ensure that a deductively organized message has the following: 1. A clearly stated purpose in the introduction, as well as a brief overview of its contents 2 Ifit is a longer, more complex docunrent, it rises clear headings to identify important sub-topics 3. Uses topic sentences that clearly identify the subtopics listetl in the introduction These suggestions seldom apply to the first and last sentences of letters, memos, and email messages. Such can be overused. Unnecessary connectors are space consuming and distracting. Usually they can be . . . to take this responsibility. Hurccumzfcrc are will» ing m , . . just as sentences within a paragraph must be linked together, paragraphs within a document must also be linked together. Unless a writer or speaker is careful, the move frorri one major topic to the next will seem abrupt. A g()0tl t‘zursition sentence can bridge the gap between the two topics by summing up the preceding topic and leading a receiver to expect the next topic: Once the new uccmlniing system is put into place, training employees in its“ operation is vital, This sentence could serve as a transition between “Installation" and “Training" division headings. Because a sentences frequently appear as single-sentence paragraphs. Brit for reports and long paragraphs of letters, transition sentence comes at the end of one segment and strive for paragraphs that are consistently deductive or before the next, it emphasizes the central idea of the pre» inductive Regardless ofwhiclr is selectetl, topic sentences ceding segment and conﬁrms the relationship of the two are clearly linked with details that precede or follow. segments. Although transition sentences are helpful if prop» LINK IDEAS T0 ACHIEVE COHERENCE Careful writers use coherence techniques to keep receivers from experiencing abrupt changes in thought Although the word coherence is used sometimes to mean “clarity” or “understandability,” it is used throughout this text to mean “cohesion." If writing or speaking is coherent, the erly used, they can be overused, For most reports, transition sentences before major headings are sufficient. Normally transition sentences before subheadings are unnecessary. KEEP PARAGRAPHS UNIFIED Receivers expect the first paragraph of a message to introduce a topic, additional paragraphs to discuss it and sentences stick together; eacli sentence is in some way a final paragraph to tie all of the paragraphs together. linked to the preceding sentences. Avoitl abrupt changes The middle paragraphs should be arranged in a system~ in thought, and link eacli sentence to a preceding sentence. The following techniques for linking sentences are common: The effect ofa message that is not uniﬁed is like that 1. Repeat a word that was usod In the preceding sentence. The second sentence in the following example is an obvious continuation of the idea presented in the preceding sentence. . . . to take responsibility for the decision. This responsibilify cmr be shared . . . 2, Use a pronoun that representsa noun used in the prouding sentence. Because “it" means “responsibility, " the second sentence below is linked directly with the first. . . . to take this responsibility. It can be shared . . . 3. Us. connectlng words. Examples include however, therefore, yet, nevertheless, consequently, also, and in (Midiﬁﬂni Howecer“ coherence cohesion, so that implies ‘ Ve‘re conﬁrming each sentence is linked to the preceding sentences in someway atic sequence, and the end must be linketl easily to some word or idea presented in the beginning. with the same topic, just moving into a different of air incomplete circle or a picture with one element obviously missing - A unified email message, letter, memo, or report covers its topic adequately but does not include extraneous material, The document should have a beginning sentence that is appropriate for the expected receivers reaction, paragraphs that present the bulk of the message, and an ending sentence that is air appropriate closing for the message presented. 0 A uniﬁed report or presentation begins with an introduction that identiﬁes the topic, reveals the thesis, and previews upcoming points The introduction otterr includes some backgrolmd, sources of information, and the method for treating data. Between the begin» ning and the ending, a uniﬁed report should have pan - graphs arranged in a systematic sequence. A summary or conclusion brings all major points together, PART TWO: Communication Analysis Cmyngl’ﬂ znzu Fungagc Learning All my“ Rmrncd Mny ml magma wanna. rtduplmlcd. m “Min-u in pan. Due in electronic "girls. some nmr |nny conicnl may he “mm“ imminccliuik unamcmpum Editorial review In: ammo mm any (wpmswd cnnrcnr on Mt rmlcnally mm [in avg-mil Icammg expcrl‘mm, Ccngagc Learning mmrvu m: “an to remove additional eunrem in any mm: a suhwqmnl rights restrictions requrm n VARY SENTENCE AND PARAGRAPH LENGTH Sentences of short or average length are easy to read and preferred for clear communication. However, keeping all sentences short is undesirable because the ruessage might sound monotonous, unrealistic, or elementary A 2~word sentence is acceptable; so is a Gil-word sentence—it it is clear. Just as sentences shouldvaryin length, they should also vary in structure. Some complex or compound serrtences should be included with simple sentences. Variety is just as desirable in paragraph length as it is in sentence length. A paragraph can be from one line in length to a dozen lines or more. However, just as with sentence length, average paragraph length also should be kept short, as appropriate to the document type: ' The space between paragraphs is a welcome resting spot. Long paragraphs are difficult to read and make a message appear uninviting. Paragraph length will vary depending on the complexity of the subject matter. However, as a general rule paragraphs should be no longer than Big/rt to 1071 lines. This length usually allows enough space to include a topic sentence and three or four supporting statements. If the topic cannot l)e discussed in this space, divide the topic into additional paragraphs. To observe the effect that large sectioris of unbrokerr text can have on the overall appeal of a document, examine the memos in Figrrr‘e 4.3. Without question, the memo with the short, easy-toa'ead paragraphs is more uniting than the memo with one bulky paragraph. - Paragraphs in letters. memos, and email messages Although ‘ariety is a desirable quality, it should not are typically shorter than paragraphs in business be achieved at the expense of consistency. Using I in one reports. part of a message and their, without explanation, switch- - First and last paragraphs are normally short ( one to four lilies), and other paragraphs are normally no ing to we is inadvisable. Using the past tense in one sentence and the present tense in another sentence creates longer thiur six [inc u A short ﬁrst paragraph is more var‘ieQ’ at the expense of consistencyﬁuuless the shift is imiting to read than a long ﬁr'st paragraph, and a required to indicate actual changes in time. Unnecessary short last paragraph enables a writer to emphasize changes from active to passive voice and from third to parting thoughts. ﬁrst person are also discouraged. CONTRAST THER BILITY AND PEAL [IF BULKY [EFT V H SBH OLD MESSAGE NEW MESSAGE To: All employees To: All employees N (HIGH From: Gina Park [gina.parl<@xy7.ur.coml Fronl: Gina Park [ginapark@x_v7.co.com] Subject: Travel card changes Subject: Travel card changes Everyone. Everyone. For those of you \\ hu hold or‘ wish to have a company credit card for travel purposes. we “all be switching from MasterCard to Visa in 330 day You can sign] up fm- the new card online. Please just access the Human Resources" web page at mm 37cmmun/human resources and click on the link ravel Card Application." Fill out the fomr that appea and submit it. You will rce ive a confirmation message ifx’orrr submission was successful. In aborrt two weeks. Human Resources will uotit:\' you via email when your card is available for pick up. If you currently have a MasterCard. you should return it in H umau Resources by March 30. u'you have questions about this change. please contact me at gi na.pa rk@x_vzco £011]. XT For those ni‘ you who hold or‘ wish to have a company credit card for travel purposes, we will be switching from MasterCard to Visa in 30 days. You can sigrr up for the new card online. Please just access the Human Resources web page at \\’\\’\’V\’\’7C'ﬂ .com/human resources and click on the link “Travel Card Applicatirm." Fill out the form that appears and submit it. You will receive a confirmation message if your sulmrissiou was successful. In about two “melts. Human Resourt'es will riotib' you u‘a email when your card is available for pick up. ll’you currently have a MasterCard, you should return it to Human Resources by March 30. Ifyou have questions about this change, please contact rue at [email protected]. “' CHAPTER 4: Preparing Written Messages Ctmyngtri mm mm“ runny-g All my“ Rcswwd an ml hemmed vcnlrml. rnluplimcd. in whole": in yl.|l|.Duc1n chum“ "girls. «ml: [turd my comer-l may be suppressed mun The eBouk unannoupmiu Edirumi renew has Mind mu an) uwmmi anncni tun, mi numuuy mm the ovcmll Icammg expermnrt Cengngc Learning remix/b n: ngirl In remove alumna mniem u an) tune llsubwqmm "gins “ritual-um rcqurm u 63 4-2: Craft Powerful Sentences - Subordinating an unpleasant thought or avoiding VVell-developed sentences help the receiver to widerstand the message clearly and to react favorably to the writer or“ speaker. In this section, you will learn how to predominantly use the active voice and to emphasize finger-pointing: “The printer on the second floor is not working properly,” rather than “Lucy apparently fouled up the printer on the second ﬂoor." EMPHASlZE IMPORTANT IDEAS important points, which affect the clarity and goodwill of your message. A landscape artist wants some features in a picture to RELY ON ACTIVE VOICE cian sounds sorrre notes loudly and others softly. Likewise, Business communicators normally use the active voice more heavily than the passive voice becausethe active voice conveys ideas more vividly. In sentences in which the subject is the (locr of an action, the verbs are called HL‘HL‘L’. In sentences in which the subject is the receiver of an actiorr, the verbs are calletl passive. Review the differences in the impact of the passive voice and active voice: stand out boldly and other’s to get little attention. A musia writer or' speaker wants some ideas to be emphasized and others to be (le-e’rnplmsizcrl. Normally, pleasant and important ideas should be emphasized; unpleasant and insignificant ideas should be de~emphasizcd Emphasis techniques include sentence structure, repetition. words that label, position, and space and format. SENTENCE STRUCTURE For emphasis, place an idea in a simple sentence. The Reports are transferred electronically from remote Our sales reps transfer reports from remote locations to the corporate locations to the corporate ofﬁce. ofﬁce. simple sentence in the following example has one iridependerrt clause. Because no other idea competes with it for attention, this idea is emphasized. g¢mpvn {rpm-Jpn: 1» Mm: 7:1,Hp'nrrin The acti\'e sentence invites the receiver to see the sales reps as actively engaged in setting expectations, whereas the passive sentence draws attention to the reports. Using active voice makes the subject the actor, which places greater emphasis on his or her" concerns. Even when a passive sentence contains additional words to reveal the doer, the imagery is less distinct than it would he if the sentence were active: Frcc reﬁlls of soft drinks are expecferl by our customer base ("Ml shouldn’t be the focus of cutbacks. Frez‘ re ills gets the most attention because it is the subject. The sentence seems to let the audience know the result of the action before revealing the docr; therefore, the sentence is less emphatic. Although active voice conveysideas more vividly, passive voice is useful for the following purposes: - Concealing the doer: “Shortages in inventory have been found," rather than employees are the cause ot' inventory shortages. passive voice when the subject ofa sentence is the receiver of an action lctivc Volt. when the subject of a sentence is the deer of an action 64 0 Placing more emphasis on what was done and who or what it was (lane to than on wlro did it: “The reports lrax'e been compiled by our sales representatives." Travis accepted a position in marketing. Mir-uni 5911111” ;: t 7. <1” pinup Travis accepted a position in marketing, but he would have preferred a job in finance. For emphasis, place an ideal in an independent clause; for“ (lo-emphasis. place an idea in a dependent clause. In the following compound sentence, the idea of ﬁnance work is in art independent clause. Because an independent clause rrrakes sense if the rest of the sen» tence is omitted. an independent clause is more emphatic than a dependent clause. In the complex sentence, the idea of finance work is in a dependent clause. Cornpared with the independent clause that follows (“T1 » vis accepted a position . . ."). the idea in the dependent clause is de-emphasized. mum-Hun. rum/u. arr-u: murmur Travis accepted a position in marketing, but he would have preferred a job in ﬁnance. Although he would have preferred a job in ﬁnance, Travis accepted a position in marketing. REPETITION To emphasize a word, let it appear more than once in a sentence. For example, a clever" advertisement by OfficeMax used the word stuﬁf repeatedly to describe PARTTWO: Communicauon Analysis Cnpyngm mm Fcnygc Learning All my.“ mama Mny ml hemmed «alumni. ltduplrnlcll. m Wlwlcnl m rum. m: u- chclmni "girls. sum rim-i my conical may he sn'lvtcswﬂ iromtlrcdimk unanncmpmu Editorial Maw has ammo um any app-ma cumcnr this no; malcnnlly mm II! ovL-mll lam-um; <xpcrmnm,Ccngngc Learning mm m; nglrl w remove additional eunrenr a an) mm: llsuhwqmnl rights msrncmns rcqulm u generically several types of office—supply needs ranging Likewise, the central idea of a written or spoken frotrr paper clips to color copies, aird then ended suc- report appears in the introduction (the beginning) and cinctly with “OfficeMax . . . for your office stuff." Like- the conclusion (the end). Gootl transition sentences syn» wise, in the following example, "successful" receives thesize ideas at the end of each major division. ruore emphasis when the word is repeated. Virunmn‘fn summon The meeting was successful The meeting was because . . . successful; the success was attributed to . . . SPACE AND FORMAT The various divisions of a report or spoken presentation are not expected to be of equal length, but an ext ‘aordinary amount of space devoted to a topic attaches special significance to that topic. Similarly, a topic that receives an especially small amount of space is de-emphasized. WORDS THAT LABEL For eruplrasis or‘ de-emphasis, rise words that label ideas as significant or insignificant Note the labeling words used in the following examples to emphasize or deemphasize an idea: But most important ofnll. . . A less significant aspect was . . . POSITION The manner in which information is physically arranged affects the emphasis it receives and consequently the overall impact of the message. 4-2d Select the Appropriate Conclusion Conclusions -an serve a variety of purposes First. they provide a positive sense of closure to the reader. In cer» tain cases, they may emphasize an important topic or To emphasize a word or an idea, position it first or last in a sentence, clause. paragraph. or presentation, Note the additional emphasis placed on the words “success” or“ "failure" (or its equivalent) iii the examples iii the right column, because these phrases appear early or late in their clauses takeaway from a message. Finally, they might encourage the reader to take action. These options are respectively called goodwill, summary and call-to-action conclusions. A goodwill conclusion i typically used forslrort rou- tine messages or' gootl news or thank you messages. An example of a goodwill conclusion for a routine message reminding the recipient of an upcoming meet- ing might be as simple as “I look forward to seeing you Our efforts ensured the success of the project; Success resulted from our without them, failure resulted without them. efforts; failure would have would have been the result. The project was successful because of our efforts, without them, failure Success resulted; without our efforts, failure would have been the outcome. would have been the result. torrrorrow" A summary conclusion is often used for ruore com» plex, infornratnre messages. An example summary conclusion for“ a message outlining a change in travel expense ﬁling might emphasize the following points: The new method offiling your travel expenses should streamline the process by eliminating paperwork and by making expense processing quicker and more convenient. The result is that yorr will also receive your travel reim~ deserve emphasis can be placed in the middle of a long bursement in less time. Please remember the new pro» cess goes into effect next month. Airy questions you might have should be directed to your human resources adviser. Not only does this conclusion remind the reader of the key points of the body of the message in a more gen~ paragraph. Tlre word I. which is frequently overused in enrl way, it is also persuasive in that it reminds the reader messages, is especially noticeable if it appears as the first of the benefits of the new process, In paragraphs. the first and last words are in particu- larly emphatic positions. An idea that descwes emphasis can be placed in either position, but an idea that does not word. I is more noticeable if it appears as the first word The third type of conclusion a call to action, is often in every paragraph. Avoid rising the word However as the used in persrrasive or sales messages, The call-to-actiou first word in a paragraph if the preceding paragraph is conclusion attempts to "seal the deal” by encouraging the neutral or positive. These words imply that the next idea reader to take the next steli in the process. In today's will be negative, Unless the purpose is to place emphasis orr negatives, such words as denied, rejected, and disap- time-pressured world, it is easy to avoid following up on a persuasive request, so a call»to-action should be easy pointed should not appear as the last words in a paragraph to comply with in order to better ensure follow through. CHAPTER 4: Preparing Written Messages Cmyngm ltlrlt‘cngagc mm"; in my.“ karma Mny an hccuprcd wound. wduplrnlcd. m whokﬂt in pan, rm n- mun“ "girls. sum rim-i |nny conical may he «mama Immmcclimk unamcmprcmr Editorial review has amid that any app-ma fir-rem dun not matumlly riﬂed Its: ovcmll Icummg expcrmnct.Ccngngc Lem-mg mm m: trait! in remove mama mntem a an) rm llsuhwamul nghh mstncmns reqinm u 65 A1] example of a call-to»action conclusion for ensuring the completion ofa report by a deadline is as follows: It is important that we meet deadline on this project so that the company can) report completion to sharehokL eis in the meeting two weeks from today. Remember“ to please share your section of the report with the team by Tuesday at 1 pm. by posting it in the team Dropbox. Even for“ the most routine message. a conclusion should be provided to provide closure zmd convey goodwill 4-3a Cultivate a Frame of Mind for Effective Revising and Proofreading The following suggestions will guide your efforts in develA oping business documents that achieve the purpose for which they were intended. ° Attempt to see things from your audiense's plrsputivo rather than from your own. Being empathetic with your audience isn’t as simple as it seems. particularly when dealing with today's diverse \\'orkforce. Erase the mind-set, “I know what I need to 5 1nd how I want to say it." to the reader. Brit conclusions can also he used to empha- size important points and to better en sure that a speciﬁc action is taken. Because of the immediacy principle‘ the last part of a message is more likely to he remembered. Tlie importance of a gootl conclusion should not be over- Instead. ask, “How would my audience react to this message? Is this message worded so that I“, audience can easily understand it? Does it convey a looked, therefore, savvy writers will take advantage of this ﬁnal opportunity to make an impact on the reader. tone that will build goodwill?" ' REVISE TU GRAB YOUR AUDIENCE'S ATTENTION Professional writers often recognize that the real work of writing occurs during the revision process. It is this step, however, that is ofteri overlooked or' gix'eii short shrift by those who do not “rite for a living. Revising and proofreading effectively, therefore require a change in mind-set, Revise your documents until you cannot see any additional ways to improve them. Resist the tempta- tion to think of your first draft as your last draft. Instead. look for" ways to improve, and be willing to incorporate valid suggestions once you have completed a draft. Experienced writers believe that there is no such thing as good writing but there is such a thing as gootl rewriting. Author Dorothy Parker, who wrote for Vmiily Fair and Esquire, once said‘ “I can't write five words but that I change seven."I Skille(l speech writers might rewrite a script 15 or 20 times. Writers in public relations firms revise brochures and advertis— HEVISING AND PRUUFHEADING ARE CRITIC L STEPS IN BUSINESS WRITING iug copy until perhaps only a comma in the final draft is rccogniz~ able from the first draft. Even simple email messages require ren’sion for“ clarity and mechanical errors, with extra passes needed depending on the Pixsonz/Shuttzrstnck com number of recipients and the context of the message. Regardless of the me gc' type, your careful lensing will aid yoli in creating accuratet readable (locuments that produce results. 66 PART TWO: Communication Analysis Ctmynghl may ("engage imam; All Rush< Rcmrcd my ml hemmed «unit-l itduplmlrd. in mum in m. Due in election: nghls. some nmd [tiny mmcnl may he summer hum lhc rBmk and/mommio marital mat-w has menial than an) tippmwa mat-m an, mt nutenull) mm rm overall Icummg “pawn ("engage Learning run-(sh I": “m m remove sauna“: roman n in» mm: ilsubwqmni nghh mstnctxms require a i Be willing to allow others to make suggestions for improving your wr' ing. Because most of us consider our writing personal, we often feel reluctant to share it with others and can be easily offended if they suggest changes. This syndrome, called writers prirle of ownership, can prevent us from seeking needed assistance from experienced m‘iters—a proven method of improving communication skills. On the job, especially in today's electronic workplace, your wri ng will be showcased 4-3b Apply Visual Enhancements to Improve Readability The ast amount of information created in today's competitive global market poses a challenge to you as a business writer. You must learn to create yisually appealing documents that entice the audience to read ather than discard your message. Additionally, an effective design will enable you to highlight important information for maximum attention and tr) transition a receiver smoothly to your supervisor, clients/customers, members of through sections of a long, complex document. These a collabo "ative writing team, and more. You have est to detect is your own. However, you have the design techniques -arr be applied easily using word pro» cessing software. However, add \isual enhancements only when they aid in comprehension Overuse will cause your document to appear cluttered and will defeat your pur» pose of creating an appealing, easy-to-read document. ultimate responsibility for your document; don't simply trust that someone else will catch and cor- ENUMERA‘I’IONS nothing to lose but much to gain by allowing others to critique your writing. This commitment is especially important considering the mistake hard~ rect your errors. The ability you've gained in following a systematic process for‘ developing effective business messages will prove valuable as you direct your energies to developing To emphasize units in a series, place a number, letter, or bullet before eacli element. Words preceded by number's, bullets, or letters attract the receiver’s special attention and are easier' to locate when the page is r'eydewed. effective messages as a member of a team, Refer‘ to the “Check Your Communication" checklist on the Chapter 4 Review Card to review the guidelines for“ preparing and proofr ading a rough draft The speed and convenience of today's electronic communication have caused many communicators to confuse informality with sloppirress. Sloppy messages contain misspellings, grammatical errors, unappealing The department problem The department problems have been identiﬁed as have been identiﬁed as tardiness, absenteeism, 0 tardiness, 0 absenteeism, and low productivity. ' low productivity. and incorrect formats, and confusing content—all of ENUMERATED OR BULLETED LISTS which create a negative impression of the write ‘ and the Vl'riters often want to save space; however: cluttered text company, anrl affect the receivers ability to understand is unappealing and difﬁcult to read. Clumkiug—a desktop the message. Some experts believe the increased use of email is leading to bosses becoming r'uder. Tr) combat agairrst the harsh tone that often sets in when managers publishing term—is an answer to the problem. Chunldng must respond to 300 to 500 emails weekly, Unilever is providingwriting training and urging staff to think before they press the send button.2 As the sender, you are responsible for evaluating the effectiveness of each message you prepare. You must not involves breaking down in formation into easily digestible pieces. It‘s the communication equivalent ofButterfrnger 1385 rather than the whole candy bar: The added white space divides the information into blocks. makes the page look more organized, and increases retention by 50%,* Enunrerated or bulleted lists can be used to chunk and add even greater ﬂ'sual impact to items in a series. 15 an excuse to be sloppy. Instead, take Items appear on separate lines with numerals, letters, or one consultants advice: ”You can still be informal and not be sloppy. You can be informal and correct.“2 Take a gootl hard look at the messages you prepare. Commit to adjust- various types of bullets (Or 0. El, /. and so on) at the use inforrnalit ing your message to the audience, designing appealing documents that are easily read, and following a systematic proofreading process to ensure error-free messages This effort could save you from being embarrassed or jeopardizing your credibility. beginning. Multiple»line items ofterr are separated by a blarrk line. This desigri creates more white space, which isolates the items from other text and demands attention. Bullets ru'e typically preferred over numerals unless the sequence of the items in the series is critical (erg, steps in a procedure that must be completed in the correct order). In the following excerlit from a long analytical CHAPTER 4: Preparing Written Messages Cmyngm znzir L‘cngigc mm"; All my.“ Rammed Mny m hccuprrd vsnnllcd itiluplrnlnl. m wholennn p.m.Due1n mam“ "gut. mt tint-l |nrly conical may in suppressed rmmumnmk anamomperm Editorial review has Lia-“ta mm any twp-ma comer" does not materially Mien n. overall learning expermnet,Ct-ngagc Learning mm m; nglil it. “mt additional content a an, mm: llsuhwqimnl "gnu want-mm m...“ u 67 report, the four supporting reasons for a conclusion are The clearly labeled rows and columns in a table orga» highlighted in a bulleted list: nize large amounts of specific numeric data turd facilitate analysis, Graphics such as pie, line, and bar charts visually Although there are some disadvantages that should Although there are some disadvantages that should not be overlooked, virtual not be overlooked, virtual teams provide many teams provide many beneﬁts, including cost savings from reduced travel, convenient access beneﬁts, including these: . Cost savings from reduced travel to team members, time ' Convenient access to productivity, and the . Time savings and savings and greater team members potential for greater greater productivity creatrvrty and better ' Potential for greater solutions. creativity and better solutions HEADINGS LINES AND BORDERS Horizontal and vertical lines can be added to partition text or to focus attention orr a speciﬁc line or lines. For example, a thin line followed by a thick line effectively separates the identification and qualifications sections of a resume. Placirrg a border around a paragraph or sec4 tion of text sets that information apart and adding shading inside the box adds greater impact. For example, a pull~quote format might spotlight a testimonial from a satisfied customer in a sales letter. important dates to remember in a memorandum, or a section ofa document that must be completed and returned Headings are signposts that direct the receiver from one section of the document to another. Studies have shown RELEVANT IMAGES that readers find documents with headings easier" to grasp and that they are more motivated to pay attention to the A variety of interesting shapes can be used to highlight information and add appeal, Examples include creating text, cverr in a short document such as a haltlpage war» a rectangular call»out box highlighting a key idea, with an ranty.5 You'll find that organizing the content of various types of documents with logical, well-written headings will make the documents more readable and appealing. Follorrf these general guidelines for writing effective headings: arrow pointing to a specific number in a table: surrounding a title with a shaded oval for added impact; and rising built~in designs to illustrate a process, cycle, hierarchy, or other relationships. Clip art or photos can also be added to reinforce an idea and add Visual appeal. the receiver“, giving clear cues as to the usefulness Battling to manage an zwalanche of information, the recipients of your messages will appreciate your ofthe information (e.g,, “How Do I Apply?"). Con» extra effort to create an easy-to-read, appealing docu» sider using questions rather than norm phrases to let readers know they are reading the information they ment. These fundamental techniques will be invaluable - Compose brief headings that make a connection with as you enhance printed documents, such as letters, need (ie. choose Who is Eligible to Apply?" rather memos, reports, agendas, handouts, and minutes for than “Eligible Loan Participants").G Consider talking headings that reveal the conclusions reached in the meetings. following discussion, rather than general topic headings. For example, “Costs Are Probibitive" is more tion. For example, mixing descriptive phrases with Q IMPROVE READABILITY STEP 7: REVISE FUR STYLE AND TUNE questions requires additional mental effort and distracts readers who expect parallel writing. 4-4a Improve Readability emphatic than “Cost Factors.” - Strive for parallel structure of readings within a sec- ° Follow a hierarchy, with major headings receiving more attention than minor headings or paragmph headings To (haw more attention to a major heading, center it and rise a heavier, lzu'ger' typestyle or brighter text color. TABLES AND GRAPHS Tables and graphs are used to simplify and clarify information and to add variety to long sections of dense text, 68 depict relationships within the data. They provide quick estimates rather than specific information. Although sentences are arranged in a logical sequence and are written coherently. the receiver might find read» ing the sentences difficult. Several progr’arrrs have been developed to measure the reading difficulty of your writing. Electronic tools aitl you in malo'ng computations and identifying changes that will improve readability. The grammar and style checker feature of leading \vord»processing softwzu‘e calculates readability measures PART TWO: Communicauon Analysis Cmyngm znzri Fcnygc rum"; All my.“ Rmmcd Mny mil magma vsnnltd. rtduplrnlcd. m Marker m yum. Due in mam“ "girls. slum: rim-l |nny wmm may be «water Imm lirccKonk unﬂnrtfimpk'rhl Editorial review has amid mm any rippmswd camcm «an m malcnally Minn [tn ovL-mll Icammg expcrrnrt,Ccngagc Learning mmrvu m; nﬂrl m remove “damn content a any lmre llsubwqmnl nghh mstncmns require rl to aid you in writing for quick and easy reading and listen~ ing. The Fog Index, a popular readability index developed by Robert Gururing, and the Flesch—Kincaid Grade Level calculator available in Microsoft Word consider the length of a: r? Jrwzmx’mrrf As per your request, the report has been submitted to the client. As you requested, the report has been submitted to the client. sentences and the difficulty of words, to produce the approx— Enclosed please ﬁnd a copy The enclosed transcript imate grade level at which a person must read in order to of my transcript. should answer your questions. understand the material. For example, a grade level of 10 indicates a person needs to be able to read at the tenth-grade level to understand the material Fortunately, you don't have to calculate readability manually, but understanding the manual calculation of the Fog index will illustrate clearly how sentence length and diliiculty of" words alfect readabil~ ity calculations and “ill guide you in adapting messages. Trying to write at the exact grade level of the receiver Veg truly yours (used as Sincerely the complimentary close in a letter) 4-4c Curb Clichés Clichés. or overused expressions, are common in our everyday conversations and in business messages. These is not advised. You may not know the exact grade level, handy verbal shortcuts are convenient, quick, easy to use, and even those who have earned advanced degrees appreciate writing they can read and understand quickly and and often include simple metaphors and analogies that effectively communicate the most basic idea or emotion or easily Also, writing a passage with a readability index the most complex business (onceptr However, writers and appropriate for“ the audience does not guarantee the message will be understood. Despite simple language speakers who routinely use stale cliche’s may be perceived and short sentences, the message can be distorted by imprecise words, biased language, jargon, and translations that ignore cultural interpretations, to name just a few The value of calculating a readability measure lies in the feedback you gain about the average length of sentences and the difficulty of the words. Revise and recalculate the readability index. and continue revising until you feel that the reading level is appropriate for the intended audience The grammar and style feature in word-processing as unoriginal, unimaginative, lazy, and perhaps even disre» spectful. Less frequently used words capture the receiver’s attention because they are original, fresh, and interesting. Cliches present another serious problem. Consider the scenario of shoppers standing in line at a discount store with the cashier saying to each, “Thanks for“ shop» ping with us todavr Please come again" Because the last shopper has heard the words several times already, he or she may not consider the statement genuine, The cashier programs also locates grammatical errors, including mis- has used an expression that can be stated without thinking and possibly without meaning A worn expression can con» spellings and common usage errors, such as the use of vey messages such as “You are not special," or “For you, fragments. run-on sentences, subject—verb disagreement, I wont bother to think. The phrases I rise in talking with passive voice, double words, and split infinitives. Because others are surely good enough for you.” Original expres» sions convey sincerity and build strong human relations. it can only guess at the structure of a sentence and then apply a rigid set of rules, a grammar anti style checker“, such as a spell checker, must be used cautiously. It is not a m reliable substitute fora human editor who has an effective Pushed (or stretched) the Took a risk or considered a writing style and is familiar with the rules the software displaysr Allow the software to flag misspellings auid writing envelope new option Skin in the game Committed to the project errors as you write; then, accept or reject the suggested Cover all the bases Get ag reement/input from changes baserl on your knowledge of effective writing, and use the readability measures to adjust your writing levels appropriately, as shown in Model Document 4A, 4-4b Eliminate Outdated Expressions everyone That sucks! That's unacceptable/needs improvement 4-4d Eliminate Profanity In addition to using software tools to approve readabiL Increasing tolerance of ity, several additional steps can be taken to improve the style and tone of a written message For example, using outdated expressions will give your message a dull, stuffy, profanity is rur issue of con- (“this overused expressions cem to society as a whole, that can cause their users to unnatural ton e, Instead, substitute fresh, original expres- employees as they cornmu» nicate at work. Yorr must sions that reflect today’s language patterns, and also for employers and be perceived as unoriginal, unimaginatlve, lazy, and perhaps even disrespectful CHAPTER 4: Preparmg Wrrtren Messages errynght znzu my“ rmmmg All my“ mmca Mny no! Mcoprcd cams-r. I'lltlplrrﬂl‘ll. m rat-okra in mm. rm 1.- rhclmme nghls. mm rim-l mm mm may he wmcﬂr hour the drunk unamcmpum Editorial review in: amid ma any (wplcswll rumcnl tum m mutually mm [tn overall Icammg expcrmnx,Ccngagc Learning mam m: "yr r“ remove additional camera a any rm llsubwqmnl nghh msmcmus require in 69 IM HDVING RE ABILITY THROUGH E [IF A GRAMMAR A TIUU Stel) 1: Evaluate and respond to athicc given for grammar and style crmrs (lett‘cte(l, sparrngrru (rrdmmal tngtish in si STYLE EHEE Ii Step 2: Use counts. averages, and \ readability indexes 5 guides for adjusting writing level appropriately. Readability ‘itdnsln 5 Wm M; Idid not begin my presentatiun until everyone were in their places. IMPROVING YOUR WRITING WITH THE COMPUTER Hone your computer skills to spend more time writing and less time formatting. Draft in a font stylt- and size that can be easily read on-screen: postpone formatting until the revision is done. Use the Fiml and GU Tu commands to scarcli and make changes, Lean] time—saving keyboard shortcuts for frequently used commands such as Copy and Cut Customize software so that you can access these commands easily. Ust~ automatic numbering to arrange numerical or alphabetical lists and to ensure accum Save tilne by using built—in styles such as (over pages, Invaders/footers, list and table formats. text boxes. and graphical effects, Save frctpicntly used tcxt such as a letterhead or your signaturc linc SD you can insert it with a singlc click. Use the Cifrrtirms ”ml Bibliography command to fnnnat refei'eii(~es and the Document Sty/cs feature tn automatically generate a content page aiid index. Use formatting features to create an organized and polished appearance. IZ Add spacing betwccn lines and paragraphs. and use crisp, open fonts such as Calihri for a contemporary look that is easy to read oil-screen. IZI Apply color-infused document themes and built-in styles to rellect a consistent brand identity. Use prooﬁng features to locate errors. IZI Use the spell~checl<er frequently as you draft and raise. Be aware that the spell—checker will not identi fv miskeyings (than for ﬁlm), commonly misused words homophones (principle. principal). omitted words, missing or ont-nf—m'clcr oniunoratimis, and content errors, Z Use grammar check to proﬁde feedback 011 usage, reading level, comprehension factors. and other erroi's and weaknesses that cannot be detected electronically. Use a tlicsaurus only when you can recognize the prec’ c meaning needed, 70 PART TWO: Communication Analysis Copynglﬁ mu name karma; All are)“ Rem—yd May not he ewptcd. rerrrred. r: duplxsiod. in Mule rm“ mu. Dun: lo maxim"): rrgirit. some nrrrrr r-ny err-“err may he ruppreeed rrorrr the (Emit and/or ﬂupkrlxt Editorial review in; deemed xterm (immersed rrmeri rim untamed-thy rum rte uvcmll learning expcmnrcfcngnp Learning Mavis rte right in more addiummlmilcrl in any mm ilxnhscqmnlrights mrlncmm reqmm u. implications resulting from the use of profanity that simple, common words to convey messages Using clear, jargon-free language that can be readily understood by may offend others or create a hostile work environ ment, Recognize that minimizing or eliminating profanity is important in international communication consider the potential business liabilities and legal another important way in which you must adapt your language for communicating effectively in order to foster human relations in a professional setting 4-4e Use Simple, Informal Words Business writers prefer simple, informal words that are readily understood and less distracting than more difﬁcult, formal words. If a receiver questions the sender's motive for' using formal words, the impact of the ines- sage may he diminished. Likewise, the impact would be diminished if the receiver questioned a sender's use of simple, informal words This distraction is unlikely, how~ ever, if the rues. ge contains good ideas that me well organized and well supported. Under these conditions, simple words enable a receiver to understand the mes- sage death and quickly. To illustrate, consider the unnecessary complexity of a notice that appeared on a corporate bulletin hoard: "Employees impacted by? the strike are encouraged to utilize the hotline number to arrange for alternative transportation to work. Should you encounter difficulties in arranging for alternative transportation to work, please contact your‘ immediate supervisor" A simple, easyvto< read revision would be, “If you can't get to work, call the hotline or your supervisori“ For further illustration, note the added clarity of the folloning words: m-nm ‘li'm'a; ‘iu’a', HM ‘ii‘{.r.gr; terminate end pro cure get remunerate pay corroborate support Using words that have more than two or three syl- non»native recipients and easily translated is especially You should build your vo "ahulaiy so that you can use just the right word for expressing an idea and can under» stand what others have said Just remember the purpose of business messages is not to advertise a knowledge of infrequently used words, brit to transmit a clear and tact» ful message. For the informal communication practiced in business, use simple words instead of more compli» catetl words that have the same meaning. 4—4f Communicate Concisely Concise communication includes all relevant details in the fewest possible words. Abraham Lincoln’s two»min» ute Gettysburg Address is a premier example of concise communication. Mark Twairi alluded to the slu'll needed to write concisely when he said, “I would have written a shorter book if I had had time." Some executives have reported that they read memos that are two paragraphs long but may only skim or discard longer ones. Yet it’s clear that this survival technique can lead to a vital message being discarded or misread. Concise writing is essential for workers

BCOM 10e Business Communication (2020Carol M. Lehman_ Debbie D. DuFrene_ Robyn Walker) (1)-1-136-57-80_recognized_1.pdf

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