University of Massachusetts Organizational Communication Paper

Organizational Communications Application PaperLength:
Due:
Value:
Post:
Paper: 5 – 6 double-spaced pages
Week 7 by Wednesday 11:59 PM PST
220 Points for 22% of the grade
Week 7 Assignments
Prepare and submit through Blackboard, a 5 – 6 page paper that identifies and discusses how you will
apply organizational communication strategies and practices studied during COMU 410 by discussing
three (3) insights gained into being an effective communicator, your assessment of how the application of
each can enhance your success professionally and/or academically, and your action plan to apply each
insight. The paper should be specific; your grade will be determined by how well you demonstrate
understanding of effective organizational communication. While the paper focuses on personal learning
and application, it must be based on course concepts and supported by 3 or more academic sources.
Organizational Communication Application Paper Guidelines
In preparing your paper, reflect and respond to the following:
● Insights Gained: What were the three most valuable insights gained into effective organizational
communication practices during COMU 410? Using your text and/or other expert sources, define,
describe and connect each insight gained to effective organizational communication.
● Insight Assessment: Why are the three insights gained into effective organizational communication
valuable in enhancing your success professionally and/or academically? How has your behavior
and/or thinking changed to integrate your learning?
● Action Plan: What specific action(s) will you take to apply each insight gained to enhance your
professional and/or academic effectiveness? How does each action connect to the insight, and what
is the desired outcome?
Evaluation Criteria for Organizational Communications Application Paper
Paper
Elements
Exemplary
Proficient
Developing
Emerging
Insights
Gained
50 – 46
Clearly and
concisely defines
and describes 3
significant insights
into organizational
communication
practices directly
connecting each
to COMU 410
coursework
44 – 40
Defines and
describes 3 fairly
significant insights
into organizational
communication
practices mostly
connecting each to
COMU 410
coursework
50 – 46
Clearly and
concisely
describes value of
3 insights gained
for professional
and/or academic
success. In-depth
analysis of how
behavior and/or
thinking has
changed.
50 – 46
Clearly and
concisely
44 – 40
Fairly clearly
describes value of
3 insights gained
for professional
and/or academic
success.
Discusses how
behavior and/or
thinking has
changed.
34 – 30
Limited
identification of
relevant insights
gained in into
organizational
communication.
Insights if defined
may have limited
connection to
COMU 410
coursework.
34 – 30
Limited description
of value of insights
gained. May not
discuss how
behavior and/or
thinking has
changed
0
Not
included
Insight
Assessment
39 – 35
Partially defines
and describes 2 3 insights although
1 may not be
relevant or
substantial.
Somewhat
connects the
importance to
COMU 410
coursework
39 – 35
Partially describes
value of 2 – 3
insights gained
although 1 may
lack substance.
Somewhat
discusses how
behavior and/or
thinking has
changed.
44 – 40
Identifies 1 fairly
specific action for
39 – 35
Identifies 3 actions
to enhance
34 – 30
Limited
identification of
0
Not
included
Action Plan
Not
Included
0
Not
included
APA
Writing
Mechanics
identifies 1 or
more specific and
viable actions for
each insight.
Discusses why
each was chosen
and how it will
enhance
professional
and/or academic
effectiveness
20 – 19
Cites 3 or more
academic
sources, Uses
headers and
accurately
adheres to APA
standards;
reference page
and citations are
correct. All
sources listed in
References are
cited in paper
each insight.
Mostly discusses
why each was
chosen and how it
will enhance
professional
and/or academic
effectiveness
effectiveness but 1
action may not link
to an insight
gained and/or
actions may be
more general than
specific.
actions to apply
insights and/or
enhance
communication
effectiveness or
actions may not
relate to insights
identified.
18 – 17
Cites 3 sources
although 1 may
not be academic.
Uses headers and
adheres to APA
standards;
reference page
and citations are
correct with minor
(1-3) errors. .All
sources listed in
References are
cited in paper
14 – 13
Uses 0 – 3 sources.
Limited adherence
to APA standards in
the paper and
Reference page;
work of others may
be cited but with
multiple (11+)
errors. Sources
listed in References
and citations do not
match
0
No APA
adherence
50 – 46
Paper is
organized and
professionally
written. Spelling,
grammar and
punctuation are
accurate. Paper is
the required
length of 5 – 6
pages of content..
44 – 40
Paper is fairly
organized and
professionally
written. Minor (1 –
3) errors in
spelling, grammar
and/or
punctuation. The
content may be
5% too long or
short.
16 – 15
Uses 2 – 3 sources
although 2 may
not be academic.
May not use
headers and
somewhat
adheres to APA
standards with
numerous (4 – 10)
errors. Sources
listed in
References and
citations may not
match
39 – 35
Paper is
somewhat clear
but may lack
organization.
Several (4 – 10)
errors in spelling,
grammar and/or
punctuation.
Content may be
10% too long or
short.
34 – 30
The paper lacks
clarity and may be
confusing. Contain
numerous (11+)
errors in spelling,
grammar and/or
punctuation. The
content may be
15% too long or
short.
0
No
adherence
1
Learning Outcome 1
Understand e-mail, memos, and the
professional standards for their
usage, structure, and format in the
digital era workplace.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 2
Preparing Digital Age E-Mail
Messages and Memos
Paper-based
messages
• Business letters
• Interoffice memos
Electronic messages
• E-mail
• Instant messaging
• Text messaging
• Podcasts
• Wikis
• Blogs
• Social networking
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 3
E-Mail Is Not Going Away
• Preferred channel for most
business messages
• Medium costing businesspeople
two hours or more each day
• Replacement for paper memos
inside organizations
• Substitute for some letters to
external audiences
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 4
Complaints About E-Mail
Workplace
e-mails are
confusing and
poorly written.
Many business
school graduates
lack writing skills.
Poor texting and
social media
habits affect
e-mail skills.
The number of
daily e-mails is
overwhelming.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 5
Complaints About E-Mail
E-mail is
blurring the
line between
work and
leisure.
Messages are
permanent
and can be
used in court.
Almost a third
of bosses have
fired workers
for violations.
Face-to-face
and phone
conversations
are richer
than e-mail.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 6
When E-Mail Is Appropriate
Short,
informal
messages
requesting
information or
responding to
inquiries
Effective for
multiple
recipients and
messages that
must be
archived
Cover
document
when sending
longer
attachments
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 7
Writing Plan
for Information E-Mails
Subject Line
• Summarize the main idea in
condensed form.
• Avoid meaningless words such
as Help, Important, or Meeting
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 8
Writing Plan
for Information E-Mails
Opening
• Include a greeting such as
Hi, Lily; Thanks, Lily; or
Greetings, Lily.
• Reveal the main idea
immediately but in
expanded form.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 9
Writing Plan
for Information E-Mails
Body
• Explain and justify the main idea.
• Group similar ideas together.
• Use headings, bulleted lists, and
other high-skim techniques when
appropriate.
• Avoid wordiness but don’t
sacrifice clarity.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 10
Writing Plan
for Information E-Mails
Closing
• Conclude with the following
information as appropriate:
• Action statement with
due dates or deadlines
• Summary of the message
• Closing thought
• Include full contact information
in a signature block.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 11
Controlling Your Inbox
Understand
that
e-mailing IS
business
writing.
Let your
coworkers
know about
your schedule
for responding.
Check your
e-mail at set
times, twice or
three times a day.
Apply the
“two-minute
rule.”
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 12
Replying Efficiently
With Down-Editing
Down-editing means
inserting your responses
to parts of the incoming
message.
Include only the
parts of the
incoming
message to
which you are
responding.
Delete the
sender’s message
headers,
signature, and all
unnecessary
parts.
Identify your
response with
your initials if
more people will
comment.
Use a different
color for your
down-edits.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 13
Best Practices for Better
E-Mail: Getting Started
Don’t write if another channel–
such as IM, social media, or a
phone call–might work better.
Send only content you would
want published.
Write compelling subject lines,
possibly with names and dates:
Jake: Requesting Presentation at
Jan. 10 Staff Meeting
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 14
Best Practices for Better
E-Mail: Replying
Scan all e-mails, especially those
from the same person. Answer
within 24 hours or say when you will.
Change the subject line if the topic
changes. Check the threaded
messages below yours.
Practice down-editing; include only
the parts from the incoming e-mail
to which you are responding.
Start with the main idea.
Use headings and lists.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 15
Best Practices for Better
E-Mail: Observing Etiquette
Obtain approval
before forwarding.
Soften the tone
by including a
friendly opening
and closing.
Resist humor and
sarcasm. Both can be
misunderstood.
Avoid writing
in all caps,
which is like
SHOUTING.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 16
Best Practices for Better
E-Mail: Closing Effectively
End with due dates,
next steps to be taken,
or a friendly remark.
Edit your text for
readability.
Proofread for
typos or unwanted
auto-correction.
Add your full contact
information including
social media addresses.
Double-check
before hitting
Send.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 17
Top Ten E-Mail Mistakes That
Can Derail Your Career
10 Responding when angry
9 Making address goofs
8
Forgetting a subject line or failing
to change it to match the “thread”
7
Not personalizing your message
(e.g., skipping the salutation)
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 18
Top Ten E-Mail Mistakes That
Can Derail Your Career
6
Including inappropriate content (e.g., off-color
jokes and other statements you will later regret)
5
Forgetting to check for spelling and
grammar
4
Thinking no one else will ever see
your e-mail
3
Copying and forwarding recklessly
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 19
Top Ten E-Mail Mistakes That
Can Derail Your Career
2
Completing the “To” line first
(potentially hitting send prematurely)
1
Expecting an instant
response
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 20
When to Write Memos
A message is too long for e-mail.
A permanent
record is required.
Formality is needed.
Employees may not
have e-mail.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 21
Similarities in Both Memos and
E-Mails
Both carry non-sensitive
information that may be
organized directly with the
main idea first
Both organized with headings,
bulleted lists, and enumerated
items whenever possible
for readability
Both have guidewords
calling for a subject line,
dateline, and identification
of the sender and receiver
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 22
Learning Outcome 2
Explain workplace instant messaging
and texting as well as their liabilities
and best practices.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 23
Benefits of
Instant Messaging and Texting
Real-time communication with colleagues
anywhere in the world is possible.
Immediate sharing of information
allows for quick decisions.
Enterprise-grade IM applications instantly
connect dispersed coworkers.
Voice calls are substituted with quiet
and discreet messaging.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 24
Benefits of
Instant Messaging and Texting
Messaging avoids phone tag and
eliminates the downtime associated with
personal phone conversations.
Messaging allows coworkers to locate each
other, even when out of the office.
Productivity grows because users receive
answers quickly and can multitask.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 25
Risks of
Instant Messaging and Texting
Some organizations have banned instant and
text messaging for these reasons:
Distractions in addition to the telephone,
e-mail, and the Web
Potential for leaks of privileged
information when free consumer-grade
IM systems are used
Legal liability from workers’ improper use
of mobile devices on the job, for example
when texting and driving
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 26
Risks of
Instant Messaging and Texting
Phishing schemes, viruses, malware, and
spim (IM spam)
Evidence in lawsuits, subject to discovery
Laws mandating that broker-client
messages be retained for three years
Potentially overwhelming tracking and
storing of messaging
Inappropriate uses such as bullying
and sexting
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 27
Best Practices for Instant
Messaging and Texting
Follow your organization’s policies.
Don’t disclose sensitive information.
Steer clear of harassment and
discriminatory content.
Don’t forward or link to inappropriate
photos, videos, and art.
Never say anything that could
damage your reputation or that of
your organization.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 28
Best Practices for Instant
Messaging and Texting
Don’t text or IM while driving.
Separate business contacts from
family and friends.
Avoid unnecessary chitchat.
If personal messaging is allowed at
work, keep it to a minimum.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 29
Best Practices for Instant
Messaging and Texting
Make yourself unavailable when busy.
Keep your presence status up-to-date.
Don’t send multiple messages if you
don’t hear from coworkers immediately.
Don’t use confusing jargon, slang,
and abbreviations.
Care about correctness. Proofread!
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 30
Text Messaging
and Business Etiquette
Timing
Introducing
Addressing
Expressing
Responding
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 31
Learning Outcome 3
Identify professional applications of
podcasts and wikis.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 32
Business Podcasts or Webcasts
Elaborate to produce and
require quality hardware
Can be played on any
number of devices
Can be streamed on a
website or downloaded
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 33
Business Podcasts or Webcasts
Offer a friendly
human face but
require no
human presence
Broadcast
repetitive
information that
does not require
interaction
Replace costlier
teleconferences
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 34
What Is a Wiki?
Cloud-based tool
employing easy-to-use
collaborative software
to allow multiple users
collectively to create,
access, and modify
documents.
Popular example: Wikipedia
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 35
What Is a Wiki?
Crowdsourcing:
tapping into the
combined knowledge of
a group or team to
solve problems and
complete assignments
Working on the same content
jointly while eliminating
version confusion
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 36
Four Main Business Uses of Wikis
Keeping remote global
team members informed
and coordinated
Creating a database of
information for large
audiences
Facilitating feedback
before and after meetings
Providing a project
management tool
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 37
Learning Outcome 4
Describe how businesses use blogs
to connect with internal and external
audiences, and list best practices
for professional blogging.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 38
Why Businesses Use Blogs
To reach a far-flung,
vast audience fast and
inexpensively
To keep customers, employees,
and the public informed
To invite spontaneous
feedback and interact
with consumers
To create virtual
communities, build brands,
and develop relationships
To address rumors
and combat
misinformation
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 39
How Businesses Use Blogs
Crowdsourcing: Organizations are
soliciting customer ideas and other input.
Example: Crowdsourcing promotions
that seek to connect with customers
and to generate buzz that might go
viral on the Internet.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 40
How Businesses Use Blogs
Viral Marketing: Online messages spread
rapidly, much like viruses pass from
person to person. Content must resonate
with many people who will share it.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 41
Seven Tips for Master Bloggers
Craft a
1 catchy
2
but
concise
title.
Ace the
opening
paragraph.
3 Provide 4 Consider
details in
the body.
visuals.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 42
Seven Tips for Master Bloggers
5 Include 6 Edit and
call to
action.
proofread.
7 Respond to
posts
respectfully.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 43
Learning Outcome 5
Define the advantages and risks of
business uses of social media networks.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 44
Adopting the Facebook Model
Creating
proprietary
networks:
Some
corporations
maintain their
own internal
networking
sites for their
employees.
Network
Example:
Red Robin’s
Yammer,
a private
networking site
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 45
Adopting the Facebook Model
Connecting
workers:
Dispersed
employees
and their
skills can be
matched up.
Network
Example:
UPS uses Twitter
to manage its
team of 17,000
workers.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 46
Adopting the Facebook Model
Crowdsourcing
consumers:
Companies
invite customer
input at the
product-design
stage.
Network
Example:
Dell’s IdeaStorm
site solicited
26,000 new
product ideas and
improvements.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 47
Risks of Social Networks for
Businesses
Incurring
productivity
losses
Leaking
trade
secrets
Attracting the
wrath of huge
Internet audiences
Facing
embarrassment
over inappropriate
employee posts
(Source: Conlin & MacMillan, BusinessWeek, 2009, June 1.)
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 48
Using Social Networking Sites and
Keeping Your Job
Do
Learn your
company’s
media policies.
Separate work
and personal
data.
Avoid sending personal
e-mail, IM messages, or
texts from work.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 49
Using Social Networking Sites and
Keeping Your Job
Do
Be careful when
blogging, tweeting, or
posting on social
networking sites.
Keep sensitive
information
private.
Stay away from
pornography, sexually
explicit jokes, or
inappropriate screen
savers.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 50
Using Social Networking Sites and
Keeping Your Job
Don’t
Don’t download
Don’t spread
rumors, gossip, and and spread cartoons,
video clips, photos,
negative defamatory
and art.
comments.
Don’t
download free
Don’t open
software and
attachments
utilities to
sent by
company
e-mail.
machines.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 51
Using Social Networking Sites and
Keeping Your Job
Don’t
Don’t store your
music and photos on
a company machine
(or server).
Don’t watch
streaming
videos.
Don’t share files
and avoid file
sharing services.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 5 / Slide 52
Ch. 5 / Slide 53
1
Learning Outcome 1
Name the channels through which
typical positive messages travel in the
digital era—e-mails, memos, and
business letters—and explain how
business letters should be formatted.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 2
Positive/Neutral Messages:
Characteristics
Positive messages share the following traits:
routine and
1 Are
straightforward
3 Make up the bulk
of workplace
communication
Help workers
2 conduct
everyday
business
4
Require solid
writing skills
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 3
Channels Used for Positive Messages
E-mails
Memos
Social media
networks
Letters
Blogs
IM and text
messages
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 4
Understanding Business Letters
• Are still the preferred channel for external
communication in certain situations
• Go to suppliers, government
agencies, vendors, and customers
• Encourage feedback
• Project a favorable image
of the organization
• Promote future business
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 5
Understanding Business Letters
• Provide a permanent record
• Are confidential and formal
• Accompany contracts
• Explain terms
• Share ideas
• Negotiate
agreements
• Answer vendor
questions
• Maintain customer
relations
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 6
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 7
Learning Outcome 2
Compose direct messages that make
requests, respond to inquiries online
and offline, and deliver
step-by-step instructions.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 8
Writing Plan for Direct Requests
Opening
Opening
• Ask the most important question
first or express a polite command
(Please answer the following
questions).
• Avoid long explanations preceding
the main idea.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 9
Writing Plan for Direct Requests
Body
• Explain the request logically
and courteously.
Body
• List questions in numbered or
bulleted form.
• Use open-ended questions (What steps
are necessary…) instead of yes-or-no
questions (Will she complete her
contractual obligation…).
• Suggest reader benefits, if possible.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 10
Writing Plan for Direct Requests
Closing
• State specifically, and courteously,
what action is to be taken.
• Mention an end date, if necessary.
Provide logical reasoning for the
end date.
Closing
• Make it easy for the receiver
to respond.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 11
Before Version of a Request E-Mail
To: Caitlin Roberts
From: Patrick Banerjee
Subject: New Policy
This e-mail is to inform you that I continue to receive disturbing
reports about the misuse of e-mail by employees. In the course of
the past three months, I have heard of facebooking, tweeting, and
gaming. Excessive use of e-mail including downloads of videos is
sapping our bandwidth and slowing down the entire system.
In view of the foregoing, I am herewith instructing your office that
an e-mail policy to the staff is needed. By October 1 a rough draft of
a policy should be forthcoming. At the very minimum it should
inform each and every employee that e-mail is for business only.
Employees must be told that we reserve the right to monitor all
messages. No videos should be in the e-mail system without a valid
reason. And we should not be using company Internet access for
facebooking, tweeting, and gaming. No way!
If you have any questions, do not hesitate to call.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 12
After Version of a Request E-Mail
To: Caitlin Roberts
From: Patrick Banerjee
Subject: Please Draft Employee E-Mail Policy
Please draft a policy outlining appropriate e-mail use to employees.
We need a company e-mail policy because I have received reports
of misuse including facebooking, tweeting, gaming, and video
downloads. This misuse is sapping our bandwidth and slowing the
system. Here are a few points that the policy should cover:
• E-mail is for business only.
• Internet access should not be used for facebooking, tweeting,
shopping, and gaming.
• Videos may be downloaded only for valid work-related purposes.
• E-mail messages may be monitored.
Please submit a draft to me by October 1 because we hope to have
a final policy completed by November 5. Call if you have questions.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 13
Writing Plan for Response Messages
Subject Line
• Summarize the main information
from your reply. (A subject line is
optional in letters.)
• Use abbreviated style omitting
articles (a, an, the).
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 14
Writing Plan for Response Messages
Opening
• Start directly by responding to
the request with
a summary statement.
• Deliver the information that the
reader wants.
• When announcing good news,
do so promptly.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 15
Writing Plan for Response Messages
Body
• Provide additional information
and details.
• Use lists, tables, headings, bold,
or italics to add emphasis and
improve readability.
• Try to promote your products
and your organization to
customers.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 16
Writing Plan for Response Messages
Closing
• Add a concluding remark,
summary, or offer of further
assistance.
• Avoid cliché endings (If you have
any other questions, don’t
hesitate to call).
• Be cordial.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 17
Reacting to
Customer Comments Online
• Vocal individuals
can start a firestorm
of criticism or
become powerful
brand ambassadors
championing
certain products
they love.
• Companies must adopt
strategies that help them
decide when and in what
ways to respond.
• Decision trees and
diagrams guide
employees in responding
to online posts.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 18
Reacting to
Customer Comments Online
Be positive.
Be transparent.
Be honest.
Be timely.
Be helpful.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 19
Writing Plan for
Instruction Messages
Subject Line
Summarize the content of
the message.
Opening
Expand the subject line by
stating the main idea concisely
in a full sentence.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 20
Writing Plan for
Instruction Messages
Body
• Present the instructions in
orderly steps.
• Arrange the items vertically
with numbers.
• Begin each step with an action
verb using the imperative
mood (Sign and return the
enclosed document).
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 21
Writing Plan for
Instruction Messages
Closing
• Request a specific action,
summarize the message, or
present a closing thought.
• Include a deadline and a
reason, if appropriate.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 22
Instruction Messages
To: Staff Members
From: k.warner@fiberco.com
Subject: New Procedure for Submitting Travel Expenses
Effective immediately, please follow this procedure for submitting your
travel expenses:
1. Retain detailed itemized receipts for expenses of $25 or more.
2. Download the new Employee Expense Report form from our intranet.
3. Prepare the report within 30 days of your trip.
4. Submit to your manager.
By following this streamlined reporting procedure, you should receive your
reimbursement within 60 days of submission.
Karen Warner
Human Resources
k.warner@fiberco.com
655-340-3320
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 23
Learning Outcome 3
Prepare messages that make direct
claims and voice complaints, including
online posts.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 24
Writing Plan for a Direct Claim
Opening
• Describe clearly the
desired action.
• State the remedy briefly
when it is obvious (Please
credit my Visa account).
• Request an explanation
when the remedy is not
obvious (Please explain
your policy . . .).
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 25
Writing Plan for a Direct Claim
Body
• Explain your claim.
• Tell why it is justified.
• Provide details describing
the desired action.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 26
Writing Plan for a Direct Claim
Closing
• End pleasantly with a
goodwill statement.
• Include an end date
and action request, if
appropriate.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 27
Guidelines for Writing Online
Reviews and Complaints
✓ Establish your credibility.
✓ Check posting rules.
✓ Provide balanced reviews.
✓ Consider the reach and permanence
of posts.
✓ Embrace transparency.
✓ Accept offers for help.
✓ Refuse payment for favorable critiques.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 28
Learning Outcome 4
Write adjustment messages that
salvage customers’ trust and
promote further business.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 29
Three Goals in
Adjustment Messages
Definition: When a company receives a claim
and decides to respond favorably,
the message is called an adjustment.
1
2
3
Rectifying
the wrong,
if one exists
Regaining the
confidence of
the customer
Promoting
further
business
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 30
Writing Plan for
Adjustment Messages
Subject Line
• Identify the previous
correspondence and
refer to the main topic.
Opening
• Grant the request or announce
the adjustment immediately.
• Avoid sounding grudging
or reluctant.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 31
Writing Plan for
Adjustment Messages
Body
• Provide details about how you
are complying with the request.
• Try to regain the
customer’s confidence.
• Explain how diligently your
organization works to avoid
disappointing customers.
• Apologize, if appropriate, but don’t
admit negligence.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 32
Writing Plan for
Adjustment Messages
Body
• Don’t use negative words (trouble,
regret, misunderstanding, fault, error).
• Avoid blaming customers–even
when they may be at fault.
• Don’t blame individuals or
departments within your organization.
• Avoid making unrealistic promises;
you can’t guarantee that the
situation will never recur.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 33
Writing Plan for
Adjustment Messages
Closing
• Express appreciation that the
customer wrote.
• End positively with a forward-looking
thought perhaps suggesting future
business relations.
• Avoid referring to unpleasantness by
mentioning again what went wrong.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 34
Learning Outcome 5
Craft special messages that foster
goodwill and convey kindness.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 35
The Five Ss of Goodwill Messages
Be
selfless
Keep it
short
Be
spontaneous
Be
specific
Be
sincere
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 36
Saying Thank You
• Written notes showing appreciation
and expressing thanks are
appreciated by their receivers.
• Thank-you notes are typically short
messages written on notepaper.
• More formal letters of
appreciation may be written for
kindnesses performed, a job well
done, and for hospitality.
• Businesspeople build goodwill by
thanking others gracefully.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 37
Saying Thank You
• Send a brief note expressing
your appreciation.
• Tell how good the message
made you feel.
• Accept praise graciously.
Don’t make belittling statements.
(I’m not really deserving of that).
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 38
Using E-Mail for
Goodwill Messages
• Depending on your relationship with
the receiver, sending a goodwill
message by e-mail is acceptable.
• An e-mail may precede a phone call
or a handwritten message.
• Handwritten notes are most
impressive because they remain
and can be savored. E-mail is
quickly forgotten.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 6 / Slide 39
Ch. 6 / Slide 40
1
Learning Outcome 1
Make messages more concise by
rejecting flabby expressions, long leadins, there is/are and it is/was fillers,
redundancies, and empty words, as well
as condensing for short social media
posts.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 4 / Slide 2
Taking Time to Revise: Applying
Phase 3 of the Writing Process
Writing Process:
Prewriting
Drafting
Revising
• Revising: improving content and sentence structure
• Proofreading: correcting grammar, spelling, punctuation,
format, mechanics
Key Point: Revising takes the most time in the writing process.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 4 / Slide 3
Revising for Conciseness
Eliminate flabby expressions.
Flabby
Concise
at this point in time
now
due to the fact that
because
in very few cases
seldom
despite the fact that
although
in the near future
soon
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 4 / Slide 4
Revising for Conciseness
Limit long lead-ins.
Wordy
Concise
This is to let you know
that Monday is a holiday.
Monday is a holiday.
I am sending this e-mail to
announce that our internal
audit begins on January 5.
Our internal audit
begins on January 5.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 4 / Slide 5
Revising for Conciseness
Drop unnecessary
there is/are and it is/was fillers.
Wordy
Concise
There are at least ten
candidates who applied
for that position.
At least ten applicants
applied for that position.
It was Becca Lopez who
was finally selected.
Becca Lopez was
finally selected.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 4 / Slide 6
Revising for Conciseness
Reject redundancies.
Redundant
Concise
combined together
combined
exact same
exact or same
my personal opinion
my opinion
refer back
refer
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Ch. 4 / Slide 7
Revising for Conciseness
Purge empty words.
Wordy
Concise
In the case of General
Motors, the car company
was reorganized.
know
We are aware of the fact
that many managers need
assistance.
General Motors was
reorganized.
When it arrived, I deposited
your check immediately.
I deposited your check
immediately.
We know many
managers need
assistance.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 4 / Slide 8
Drafting Concise Posts
for Social Media Networks
Focus on
main, useful
ideas.
Choose
descriptive but
short words.
Personalize
whenever
possible.
Be prepared
to revise many
times for
conciseness,
clarity, and
correctness.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 4 / Slide 9
Tweet Reply to Unhappy
Bank of America Customer
@BofA Help. Sorry you feel that way.
If you change your mind and want to
see if we can help, please DM
yourname/zip/phone.
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Ch. 4 / Slide 10
Learning Outcome 2
Enhance clarity in business messages
by keeping the ideas simple, dumping
trite business phrases, cutting clichés,
shunning slang and buzzwords, rescuing
buried verbs, restraining exuberance,
and choosing precise words.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 4 / Slide 11
Making Your Message Clear
Keep it short and simple.
Wordy
Concise
It would not be inadvisable
for you to affix your signature
at this point in time.
You should sign now.
Here are implements that
are necessary for the job to
be completed in a
satisfactory manner.
Here are tools to do
the job satisfactorily.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 4 / Slide 12
Making Your Message Clear
Dump trite business phrases.
Wordy
Concise
Trite
Improved
pursuant to your request
as you request
please do not hesitate to
please
with reference to
about
enclosed please find
enclosed
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Ch. 4 / Slide 13
Making Your Message Clear
Drop clichés (worn phrases), slang
(informal words with extravagant
meanings), and business buzzwords.
Wordy
Cliché, Slang, Buzzword
Concise
Improved
Get on the horn with my
admin.
Please call my
administrative assistant.
Hey, prof, what u think of my
killer paper?
Professor, what did you
think of my paper?
Our point man will
telephonically communicate our
relanguaged proposal to you.
Jake will call you with our
revised proposal.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 4 / Slide 14
Making Your Message Clear
Unbury verbs that are needlessly
converted to wordy noun expressions.
Wordy
Buried Verbs
Concise
Improved
give consideration to
consider
reach a conclusion
conclude
create a reduction in
reduce
make a decision about
decide
take action
act
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 4 / Slide 15
Making Your Message Clear
Control exuberance by using sparingly such words
as very, definitely, quite, totally, etc.
Excessive
Wordy
Exuberance
Businesslike
Concise
We are actually very certain
that they totally agree with
our proposal.
We are certain that
they agree with our
proposal.
Jake was really extremely
sorry that he completely
forgot the meeting.
Jake was sorry that he
forgot the meeting.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 4 / Slide 16
Making Your Message Clear
Express precise meaning.
LessWordy
Precise
More
Precise
Concise
He said that he thought
they should help out with
the report.
The team leader told Jason
and Chris that they should
write sections of the report.
They called with a change
in the meeting.
Our client XYZ called to
reschedule the meeting
from May 13 to May 16.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 4 / Slide 17
Learning Outcome 3
Improve readability by applying effective
document design including the strategic
use of white space, margins, typefaces,
fonts, numbered and bulleted lists,
and headings.
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Ch. 4 / Slide 18
Enhancing Readability
Through Document Design
Expand the use of
white space by
• Adding headings
• Including bulleted or numbered lists
• Using short sentences
• Writing short paragraphs
• Setting effective margins
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Ch. 4 / Slide 19
Understanding Margins
and Text Alignment
Setting margins
Use 1 to 1 ½ inch margins
How to set margins
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Ch. 4 / Slide 20
Improving Readability
With Effective Margins
Setting for Ragged-Right Margins
Ragged-right margins provide
more white space and improve
readability.
Result
Aligns text at left margin and creates
a ragged-right margin
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Ch. 4 / Slide 21
Choosing Appropriate
Typefaces
SANS SERIF
SERIF
Abc Abc
Consider sans serif (such as
Arial) for headings, signs, and
material that does not require
continuous reading.
Consider serif (such as Times
New Roman) for body font.
Notice that serif typefaces have
small features at the end of
strokes.
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Ch. 4 / Slide 22
Typefaces for
Different Purposes
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Ch. 4 / Slide 23
Enhancing Readability Through
Document Design
Use 10- to 12-pt. font for most body text.
For special effects consider:
CAPITALIZATION
SMALL CAPS
Boldface
Italics
Underline
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Ch. 4 / Slide 24
Enhancing Comprehension
With Lists and Numbered Items
Use numbered lists (1, 2, 3) for items that show
a sequence.
Use bulleted lists for related but unordered
items.
Numbered List
Bulleted List
Follow these steps in starting
a business:
1. Write a business plan.
2. Locate venture capital.
3. Prepare a feasibility study.
Consider the following:
• Environmental regulations
• Employee benefit plans
• Licensing requirements
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
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Ch. 4 / Slide 25
Making Listed Items Parallel
Employ parallel (balanced) construction when
listing similar ideas.
Not Parallel
Parallel
Social media goals:
• We are striving to create
brand awareness.
Social media goals:
• Create brand awareness.
• Enhance public relations.
• Build a community of advocates.
• Drive sales and create leads.
• Another goal is to enhance
public relations.
• A community of advocates
must be built.
• We expect it to drive sales
and create leads.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 4 / Slide 26
Boosting Readability Through
Document Design
Add headings to enhance comprehension.
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Ch. 4 / Slide 27
Summarizing in Short
Category Headings
The company needs to focus attention in three key areas:
Attracting applicants. We must analyze where and how we
advertise for applicants, specifically,
online job boards. . .
Interviewing applicants. We should consider adding a
simulated customer encounter to the process.
Simulated. . . .
Checking references. We’ll find better candidates if we
contact all references, not just former employers.
Currently, the. . . .
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 4 / Slide 28
Learning Outcome 4
Identify proofreading problem areas,
and apply smart techniques to catch
mistakes in both routine and
complex documents.
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Ch. 4 / Slide 29
Proofreading to Catch Mistakes
Punctuation
Names and
numbers
Grammar
Spelling
What to
Watch for in
Proofreading
Format
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Ch. 4 / Slide 30
How to Proofread
Routine Documents
To read messages on-screen:
Use the down arrow to reveal one line at a time.
Read from a printed copy, to be safer.
Look for typos,
misspellings, and
easily confused
words.
typoes
Study the
document for
inconsistencies and
ambiguous
expressions.
Look for factual
errors.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 4 / Slide 31
How to Proofread Complex Documents
1
Print a copy,
preferably double
spaced.
3
Allow adequate
time for careful
proofing.
5
2
Set it aside and
take a breather.
4
Read the message at
least twice–once for
meaning and once for
grammar and mechanics.
Expect errors and
congratulate
yourself when you
find them.
6
Reduce your
reading speed and
focus on individual
words.
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Ch. 4 / Slide 32
To Revise Manually,
Use Basic Proofreading Marks
Delete
Capitalize
Lowercase (don’t capitalize)
Transpose
Close up
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Ch. 4 / Slide 33
To Revise Manually,
Use Basic Proofreading Marks
Insert
Insert space
Insert punctuation
Insert period
Start paragraph
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Ch. 4 / Slide 34
To Revise Manually,
Use Basic Proofreading Marks
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Ch. 4 / Slide 35
To Revise Manually,
Use Basic Proofreading Marks
Revised Copy
Beginning September 1, the doors leading to the west side of
the building will have alarms. Because these doors also
function as fire exits, they cannot be locked; consequently, we
are installing alarms. Please use the east side exits to avoid
setting off the ear-splitting alarms.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 4 / Slide 36
To Revise Digitally, Use
Strikethrough and Color
This is a short note to let you know that as As you
requested, I made an investigation of investigated
several of our competitors’ websites. Attached hereto is
a summary of the findings. of my investigation. I was
really most interested in making a comparison of the
employment of comparing marketing strategies as well
as the use of navigational graphics used to guide
visitors through the sites.
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Ch. 4 / Slide 37
Learning Outcome 5
Evaluate a message to judge its
effectiveness.
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Ch. 4 / Slide 38
Evaluate Your Writing
Does it attract the
reader’s attention?
Is it polished
and clear?
How successful will
this message be?
Will it achieve
its purpose?
Does it say
what you
want it to?
How will you
know if it
succeeds?
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Ch. 4 / Slide 39
Ch. 4 / Slide 40
1
Learning Outcome 1
Conduct formal and informal research
as you apply Phase 2 of the 3-x-3
writing process.
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Ch. 3 / Slide 2
Informal Research Methods
Brainstorm for ideas.
Search
company digital
or other files.
Conduct an
informal survey.
Talk with the
boss.
Interview
the target
audience.
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Ch. 3 / Slide 3
Formal Research Methods
Access
electronically.
Conduct scientific
experiments.
Search
manually.
Investigate
primary
sources.
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Ch. 3 / Slide 4
Learning Outcome 2
Organize information
into strategic relationships.
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Ch. 3 / Slide 5
Organizing Information
to Show Relationships
Group similar
ideas.
Organize into
lists or outlines.
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Ch. 3 / Slide 6
Tips for Efficient Outlining
Define the main topic
(purpose of message) in the title.
Divide the main topic into 3 to 5
major components.
Break major component into
exclusive subpoints (no overlapping).
Use details, illustrations, and
evidence subpoints.
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Ch. 3 / Slide 7
Organizing Ideas Into Strategies
Use the Direct Strategy
if audience will be
Pleased
Somewhat interested
Neutral
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Ch. 3 / Slide 8
Organizing Ideas Into Strategies
Use the Indirect Strategy
if audience will be
Uninterested
Displeased
Disappointed
Hostile
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Ch. 3 / Slide 9
Learning Outcome 3
Compose the first draft of a message
using a variety of sentence types while
avoiding sentence fragments, run-on
sentences, and comma splices.
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Ch. 3 / Slide 10
Achieve Variety With
Four Sentence Types
1. Simple Sentence
(one independent clause)
She needs a job.
2. Compound Sentence
(two independent clauses)
She needs a job, and she must
expand her skillset.
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Ch. 3 / Slide 11
Achieve Variety With
Four Sentence Types
3. Complex Sentence
(one independent and one dependent clause)
Because she needs a job, she must expand
her skillset.
4. Compound-complex
(two independent clauses and
one dependent clause)
Because she needs a job, she must expand her
skillset; however, she also must begin networking.
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Ch. 3 / Slide 12
Three Common Sentence Faults
1. Avoid fragments (broken-off parts of sentence).
Fragment:
E-mail seems boring. When compared with Twitter.
Revision:
E-mail seems boring when compared with Twitter.
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Ch. 3 / Slide 13
Three Common Sentence Faults
2. Avoid run-ons (two independent clauses
without coordinating conjunction or semicolon)
Run-on:
He’s addicted to social media he posts updates
constantly.
Revision:
He’s addicted to social media, and he posts
updates constantly.
Revision:
He’s addicted to social media; he posts
updates constantly.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 3 / Slide 14
Three Common Sentence Faults
3. Avoid comma splices (two clauses joined
without proper punctuation)
Comma splice:
He prefers a tablet, she prefers her laptop.
Revision:
He prefers a tablet; she prefers her laptop.
Alternate revision:
He prefers a tablet; however, she prefers her laptop.
Alternate revision:
He prefers a tablet, but she prefers her laptop.
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Ch. 3 / Slide 15
Favoring Short Sentences
Sentence Length
Comprehension Rate
8 words
100%
15 words
90%
19 words
80%
28 words
50%
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Ch. 3 / Slide 16
Learning Outcome 4
Emphasize important ideas, employ the
active and passive voice strategically,
build parallelism, and prevent dangling
and misplaced modifiers.
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Ch. 3 / Slide 17
Developing Emphasis
Emphasize important ideas by using vivid
and specific words.
GENERAL
VIVID, SPECIFIC
She has a new device.
Lisa loves her new iPad.
That skyscraper is tall.
The Burj Khalia in Dubai is
2,723 feet tall.
Someone left a message.
Michael Lee called this
morning and said he
would call again at 4 p.m.
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Ch. 3 / Slide 18
Developing Emphasis
Label the main idea.
Unlabeled
Explore the possibility
of leasing a site, but
also hire a consultant.
Labeled
Explore the possibility of
leasing a site, but, most
importantly, hire a
consultant.
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Ch. 3 / Slide 19
Developing Emphasis
Emphasize the most important idea by
placing it first or last in a simple sentence
and by making it the sentence subject.
Unemphatic
Emphatic
Labor lawyers say that
companies should review
their internship programs
because most often they
are illegal if interns are not
being paid for their work.
Most internship programs
are illegal if interns are not
paid.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 3 / Slide 20
Using Active and
Passive Voice Effectively
Use active-voice verbs for clear expression.
Our team missed its deadline.
Active or
Passive
Use passive-voice verbs to
de-emphasize the performer
or to be tactful.
The deadline was missed.
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Ch. 3 / Slide 21
Use Active Voice for
Directness, Vigor, and Clarity
Direct and More Clear
in Active Voice
Indirect and Less Clear in
Passive Voice
Rosario started a customer
service blog last year.
A customer service blog was
started last year.
The government expects the The economy is expected to
economy to improve.
improve.
The manager completed
performance reviews.
Performance reviews were
completed.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 3 / Slide 22
Use Passive Voice to Emphasize
the Action, Not the Doer
Less Tactful in
Active Voice
More Tactful in
Passive Voice
We cannot grant you credit.
Credit cannot be granted.
The hospital cannot admit
patients without insurance.
Patients without insurance
cannot be admitted.
Our CEO missed his estimate
on this quarter’s profits.
Estimates of profits were
missed this quarter.
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a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 3 / Slide 23
Use Parallelism to Achieve Balance
Lacks Parallelism
We focus on money –
earning it, investing it,
and how to spend it.
Applicants are
interested in work
environment and
how they can
advance their
careers.
Illustrates Parallelism
We focus on money –
earning it, investing it, and
spending it.
Applicants are interested in
work environment and career
advancement.
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Ch. 3 / Slide 24
Use Parallelism to Achieve Balance
Lacks Parallelism
Our peanut butter
spread (a) is all
natural, (b) contains
no hydrogenated oil,
and (c) there’s no
need to stir.
Illustrates Parallelism
Our peanut butter
spread (a) is all natural,
(b) contains no
hydrogenated oil, and
(c) requires no stirring.
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Ch. 3 / Slide 25
Avoid Dangling Modifiers
Not This
But This
Walking down the street, our
sign is easy to see.
Walking down the street,
people can easily see our sign.
To enroll, an application must
be sent by April 1.
To enroll, you must send an
application by April 1.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 3 / Slide 26
Avoid Misplaced Modifiers
Not This
But This
An autopsy revealed the cause
of death to be strangulation by
the coroner.
An autopsy by the coroner
revealed the cause of death to
be strangulation.
Never pet, play with, or give
commands to a person using a
guide dog without permission.
Without permission, never pet,
play with, or give commands to
a person’s guide dog.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 3 / Slide 27
Learning Outcome 5
Draft well-organized paragraphs that
incorporate (a) topic sentences,
(b) support sentences, and (c) transitional
expressions to build coherence.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 3 / Slide 28
Drafting Effective Paragraphs
Topic Sentence
Support
Sentences
Tells readers
what to expect
Illustrate, explain,
and strengthen
the topic
sentence
Explains central
thought
Provide details
and evidence
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 3 / Slide 29
Building Paragraph Coherence
To build paragraph coherence,
link ideas with one of these techniques:
Sustain the key idea by repeating a
key expression or a similar word
throughout a paragraph.
Dovetail sentences by connecting
the beginning of each new sentence
with a word from the end of the
previous sentence.
Use a pronoun in one sentence
to refer to a noun in the
previous sentence.
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 3 / Slide 30
Building Coherence With
Transitional Expressions
Use transitional expressions to build coherence
for special effects:
To Add or
Strengthen
To Show Cause
and Effect
To Suggest Control
additionally
consequently
by contrast
again
as a result
conversely
also
for this reason
on the contrary
likewise
therefore
on the other hand
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 3 / Slide 31
Building Coherence With
Transitional Expressions
Use transitional expressions to build coherence
for special effects:
To Show Time
or Order
To Clarify
To Contradict
after
for example
actually
before
in other words
however
earlier
for instance
instead
finally
I mean
rather
© 2019 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in
a license distributed with a certain product or service or otherwise on a password-protected website or school approved learning management system for classroom use.
Ch. 3 / Slide 32
Controlling Paragraph Length
Compose short paragraphs.
Paragraphs with eight
or fewer printed lin…