8 T Tommtaet | etn emp 1 Module 1 Pusines Commins Managua and Suecnss 9 Uns you have sky godmother, yu" non to now hw to eamenuneae Engin isa popu rouge Inbsois wor, wh ‘Work requires communication, People communicate to plan products and services; hire, train, and motivate workers; coordinate manufacturing, and delivery; persuade customers to buy; and bill them ‘or the sale. For many busi zhess, nonprofit, community, and government organizations, the “product” is information or a service rather than something tangible. Information {arrg soataral on nd scr en eet ‘ies are cated and delivered by communication. In every organization, com- aa gaa a Iuniation is the way people get their points acros, get work done, and get stems Eu sma recognized for theie contributions Slo wan lpr eos Clnmunizaion takes many forme. Verbal communiestion,or communica. umiuiacantns tion that uses words, ices Cr Gomes nm shee cane ee + Faceto-face or phone conversations Soot 1 Meetings to Bonn aloe As Texte nail and voice nail messages serena pecs ¢ Letters and ern mentee = ater art ee : pba a terre? Nonverbal communication does nat use words: Examples nce teers + ctures Compony logon Serie. Gestures and body language Theoret + Wheat where aco svoting Eaves tn + How Tong someone keep visitor waiting cronies, Even in your fist job, you'l communicate. You read information: you tisten to instructions; you'll ask questions; you may solve problems with other ‘workers in teams. Ina manufacturing company, hourly workers travel to a potential customer to make oral sales presentations, In an insurance company,4 Unitone {ut > ‘ecenrg satrap ‘arava rho Parnes fost Ooty Sh 96% of teed vt ta 5 feesinogetal onary ‘Spare on eto tial then ond nea seas of eponden ok aeseokaronerte ‘ata. Nay td teamed mar Fete bas fan, fo. ma oft sated ren, eg emetansen ad hore fetininearonce. Scenes Sy Sete tenes Coy Or Saat, "Sandee Vrs Teme Cosy Se Pet Far hetumauipe 2a ‘Gy as or, verona leks | sours T ‘ties mn ferns anna aan 200 cletks answer customers’ letters. Even “entry-level” obs require high-level skills in reasoning, mathematics, and communicating. As a result, communi Cation ability cansstently ranks Fist amon Une qualities that employers look Torn college gradiates™ (Communication afets all evelsof work. Training specialists rad Humphrey and Jet Stokes identity communication skills as being among, the most impo tant for modern supervisors: Andrew Posner, a carver caunseor aise that employees looking to make a career change need such “tanserable skills” as theablity to “analyze, write persuade, al manage.” Employers clearly want employees who communicate well, yet a staggering 40 million people in the United States alone have limited iteracy skills ineliing, some college graates*Acco ding tone eport by the College Boar's National Commission on Wang states spend more than $220 millon anally on rere dla wing training for their employees, and corporations may spend $1 billion to Bix problems from writing deficiencies, o-sof private seto surveyed sid writing was an important responsi for employee Because writing skils are 80 valuable, goad writers eam more. Linguist Stephen Reder has found that among, people with two or four-year cere, ‘workers in the top 20% of writing ability earn, on average, mote than thre times as much as workers whose writing falls int the ‘The conclusion is simple: Good communication 3 today’s workplace. Technology, especialy through e-mail instant messaging, and cell phones, is making the globes smaller and busier place, cine where messages ne at una feet a acta tame wat te weds bgt setter Porson ‘ot dee a cored ent ‘argeriaaions th more beaeck ‘uti ctet it Feat Ei ‘onowecm must be understood immediately. Traditional papermessages flourish, even as, lectronic channels expand our ability to reach more people. The better an ‘employee's communication skills are, the better his or her chance fer sucaess. Will | really have to write? Yes, Alot Claims that peaple ean get by without weiting are flawed. Claim 4; Secretaries will do all my writing Realy: Because of automation sn restructuring secedaries and adainistative assistants are likely to handle complex tasks sch a8 taining research, and “databace management for several managers. anayees ave ikey to take cate oftheir wn writing, dato entry andl phone cals” Claim 2: ils form letters or templates when Taced to write Reality: A form lelter isa pruweilen fil-inthe-blank ter designed to it standard Sitvations, Using a form letter is OK i's 3 good letter Be cover only oie situations. The higher you re the more Frequently Yyou'l face situations thal arent routine ond that demand creative solutions Claim 2: Pm being ined asan accountant not a weiter: Reality: Almost every enly-fevel professional er manager jo equies you to weit ‘email messages speak smal ups and write piper documents People ‘eho do these things well rw ore Likely tobe patel beyond the entry ks just pick up the phone nt plone calls require ollose-up eters, memo e-mail mes sages: People in organizations pat dings in vein to make thems ie, to create record, to convey complex dat, to make things convenient for the ready, to save mony, and ta convey their on messages more eee Lively. “Fst sn tin weitng,” says a man. pen” Writing isan essential way to mab accomplishments be kooven Chaim a Reality: jeratane company, "it did't hap yourself visible, to Tet your Don’t | know enough about communication? Business communication difers from other schoo! writing. ey Although both business communication and other school writing demand = slanlard edited English, in other ways the two are very different ‘Arey sty day he Pw Chaat Tet oars Purpose "hat nce anal ft facteurs + The purpoteafachool writing ia usualy to show that you fave lenin the, Clatayraet eer courte material and to demonstrate your intelligence Sogan tha tay + ‘The purpose of business communication isto meet an organizational med. "ado ear a es, Nevane will pay you to write something that he she aleacy knows sam meg eat ience ‘ha i. he econ) ae ‘Sestog turin se + The audiences for school writing are limited: usually just he insttcor and ean hae han ate US. the otherstudents. The neal audience fs “an educated person.” Even ifthe in- ts gsm structordisageees with your views, ifthey are well-supported, the papercan ——gaaee “suey: Capo uate tan a good grade. The instructor is paid in por, to read your papers and tas liowy Gre as will read them even if they are boring. ‘irr em «+ The audiences for business communication include people both inside and yume outside the organization (> Module 2) Real audiences pay attention to Feetn. ‘messages only if they seem important, relevant, and interesting,1 Unt one Luling Becks er Eta Nossugos tasiock ard rn ono ‘nuit tee ora so's y Site to See. Goto rn fb com ors ct mouse an Wa Information + Information in school writing may be new to you but is rarely new to your instructor, + Information in business communication is usually new to your reader. (it fsn’t, you have to work estta hard to make it interesting.) Organization + School weiting often follows the traditional essay form, with a thesis state ‘ment up front, paragraphs of evidence, and a final concluding, paragraph, + Business communication sorganized to meet the psychological needs of the reader. Mast often, the main point comes up front Gem Modules 10-12). +The style for school writing is often formal. ix words and long sentences nd paragraphs are often rewarded ne style for business com nicalion is friendly, no formal. Short words and ‘amis of sentence and paregraph lengths are best em Modules 15 and 16). Document Design + School writing often rewards long paragraphs. Papers ave often double spaced, with no attention to visual desig + Businesspeople want to beable to skim elocuments. Headings, lists and single= spaced paragraphs with double spacing hetween paragraphs help readers find information quickly >» Module 5) Vicuate -ept for math, construction, and engin to contain anything ether than words + Business writers are expected to choose the most effective way to convey in formation. Even a one-page meme may contain a table, graph, or ather visual You'll be expected to be able tv use computer programs to create graphs, vi suals, and slides for presentations (» Modules 5,20, and 25), 1 fow classes expect writing, What does commtnication accomplish? Management happens tough communication According to Henry Mintzborg, managers have three basic jabs: to callect anc canvey information, to makedecisions and to promote interper that is, to make people want to work together to achieve organizational goals® All of these obs happen though communication. Efextive managers are able to use a ‘wide Vartety of media and strategies w communicate, They know how Go Inter pret comments from infarmal channels such asthe company grapevine; they speak effectively’ in small groups and in formal presentations; they write well Communication—oral, nonverbal, and written—goes to both internal and ‘external audiences. Internal audiences (Figure 11)ane other people in the same ‘organization: subordinates, asperiors, peers. External audiences (Figure 12) are people outside the organization: customers, suppliers, unions, stockholders, potential employees, government agencies, the press, and the general public: Informal listening, speaking, and working in groups are just asimportant as weit- ing formal documents and giving formal oral presentations. Asanew-camerinan ‘organization, you'll need to ste to others both to find out what you're supposed[racer —[ ustoneonidn ots | 1 pais l omuauem | Sa .. om ine = dn te GacionsiaY meres ae it nd gi ti nr ite tae ree reece in et oun an gee Ere te eed a nPop rakiadinaes catego oer set wa Ssan seats: auditors, legal, ete.) ‘Hon's External Audioncos va — stockholders Ditton. Investor Whetesater| Condens Franchisees i, — fein Employment Legitors ‘he gana public as tenia empayest The cours Potential customers Potent stockoldes Foreign peda! Fnteret Tradcomoxitions Theredia —_g0veraments groups competion: other businestotchar Kaori ‘ian Carmine: ‘ot a Ss, 1 Unt one Huts Bos or B. Instant Replay Internal and External ‘Audiences Internal Auciences ‘other poopie in th ane Extomna Ausioncos ‘es pap cai We cag ator: eztonee, eee, ‘emeloyees. gvernment agen: Using wer uta on a band las ager ace spiateoanantns feet $100 rar ease ‘site aro, deal possatrs Hoy must purse seen pret indoor wor te pgs ae secon 9 US, eter soa har hn dtc ofr ede an Se aghotmtee ‘© now forte Messages in organizations haze one or more of three basic purposes: to inform, to requestor persuade, and to build goodwill. When you inform, you explain some- thing oF tell readers something. When you request or persuade, you want the reaaler to act. The word rogust suggests that the action will be easy or routine; persuade stggests that you will have to motivate and convince the reader to ack. When you build goodwill, you create a good image of yourself and of your ‘organization —Uhe kind of image that makes people want todo business with you “Most messages have mulliple purpases, + When you answer a quesion, you're informing, but you also want to buile goodwill by suggesting that you're competent and perceptive and that your answer is correct and complete + Ima claims adjustment, whether your answer is yes or no, you want to sug igest that the readers claim has been given careful consideration and that the decision is fair, businesslike, and justified + To persuade, a résumé gives information to prove that you're qualified for the job anc! ses layout to emphasize your strong points and build a good image of you. How much does correspondence cost? 1822.19 a page—even more ifit doesn't work. Writing costs money: Besides the cost of paper, computers, and software, there is the major expense: employees’ time. A consultant who surveyed employees inseven industries found that to prepare a one-page letter, mest of them spent 54 minutes planning, compesing, and revising the letter. According to the most recent figures from the US, Labor Department, employers paid an average of 521.59 per hour per employce for wages and benefits. At thatrate,an employe ‘woud pay $22.13 for an employee's time spent writing a typical letter.” One company in Minneapolis sends out 3400 oFginal leters a day—worth more than $66,000 at the average rate. A first-class stamp on each letter would ade another $1,000 to the company’s daily expenses. In many organizations, «ll external documents must be approved before they go out. Alacument may eyete from writer to superior to writer to another superior to writer again 3 ar 4 or even 1] times before it is finally approved. The cycling process increases the cast of correspondence. Longer documents can involve large teams of people and take months to write, An engineering firm that relies on military contracts fr its business cal culates that it spends $540,009 to put together a average proposal and $1 mil Ton to write a large proposal! Poor correspondence cists even mare, When writing ist as good as it could bee, you and your organization pay a pricein wasted time, wasted efforts, and lost, goodwill Tad writing, wastes time by + “Taking more time to wad * Requiring more time to revise and more rounds of revision. + Confusing: ideas so that d scussions and decisions are needlessly drawn out Delaying, action while the reader asks for more information or ries to figure cout the meaning, Ineffective messages dov’t get results. A reader who has to guess what the writer means may guess wrong. A reader who finds a letter or memo unconvincing or insulting simply won't do what the message asks. Thus, second and third and forth requests are necessary.ines Conmenienen free Masons itlacper die raenntencal the wiley let mpage serves eller bo enhance ert damage te mage Ue ralcr hone he weer Toor mestages damage business eationshipe. For inane the ensuing rn Watson Wyott Wovidvde conducted seach ‘hovinggrestereturatosharcldesincompaniewith themostefiectivepro- Zi oa a grams for communicating with their employees. Thase companies also enjoyed Tals econ of To Kiuereinployertunwversnd 120)iocwutinthelesec marketvalac? HSetia gi A Seton What makes a message effective? fear eaeraeies teed) > Good massages moot fe ctr Coach ravclonloee , Sheet tb gree Good business and administrative writing oaina erctyet na et hot not Eng rd «+ Is clear, The meaning the reader gelsisthe meaning the writerintended. The (avs Basra nfo fender doest have to guess ee Incomplete, All of the reader's questions are anawered. The reader has putea nana men enough information toevatuate the message an act on it Peete eo «+ Incorrect Allo the information in the message accurate. The message is S7R 200 Goode free from errors in punctuation, spelling, grammt, word order and sen-_ MAtenmedngcoronen tence structure eee «Saves the reader’ time, The style, organization and visual impact ofthe treteage help the reader to read rdettand, and act on the information as {quickly as posi eaoremm eee «+ Builds goodwill The meosage presents a pastve image ofthe writer and his twine ‘or her organization. It teats the reader ava person, nota number Itecmentsa BAI mm a! ‘good relationship between the writer and the reader (#® Modules 6-8). ys) Whether a message meets these five criteria depends on the interactions among the writer, the audience, the purposes of the message, and the situa- tion, No single set of words will work in all possible situations. Beater wailing helps you to + Save time, Reduce reading time, since comprehension is easier: Eliminate the time now taken to rewrite badly written materials, Reduce the time taken asking writers, “What did you mean?” ‘+ Make your efforts more effective. Incrense the rumber of requests that are answered positively and promplly on the first request. Present your points— to other people in your organization; to clients, castomers, and suppliers; to government agencies to the public—more forcefully. + Communicate your points more clearly. Reduce the misunderstandings that accur when the reader has to supply missing or unclear information. Make the inuen deat, su that disapicenents can suface and be resolved more quickly. \d goodwill. Build a positive image of your organization. Builel an image of yourself asa knowledgeable, itelligen, eapable person, How should | analyze business communication situations? > Thy Patsoc. efore you write or speak, you need to understand the situation. Ask yourself the following, questions: ‘What's at stake—to whom? Think not only about your own needs but about the concerns your boss and your readers will have. Your message will beost Keema or ding et Sil T ‘omer ap 18 10. Unitone Buin cls ectve Meceaabe BP. Instant Replay Documents’ Purposes Documents horton fsrdtotuld goodwit ot documents ave moe és \ Instant Replay Criteria for Effective Messages Good wees end dnb Aho ning i cis compat sede tne rd tes ood What & menage mets these cl depends cn the ineretons among tho Purposes of the mese0ge, fnd'hestvstin, No sb olor wate a most effective if you think of the entire organizational context—and the larger context of sharehoklers, customers, and regulators. When the stakes arehigh, you'll need to tate into account people's emotional feelings as well 1 objective facts, + Should you send a message? Sometimes, especially when you're new on the job, silence is the most tactful response. But be alert for opporlunities to Jearn, to influence, to male your case. You can use communication to buile ‘+ What channel should you use? Paper documents and presentations are for ‘mal and give you consicerable control over the message. E-mail, phone calls, and stopping by someone's office are less formal. Oral channels are better for group decision making, allow misunderstandings lo be cleared up ‘more quickly, and seem more personal, Sometimes you may need more tha fone message, in more thax one channel + Whatshould you say? Centent for a message may not be obvious. How de: tailed should you be? Should you repeat information that the audience al ready knows? The answers will depend upan the kind of document, your purposes, your audiences, and the corporate culture, And you'll have to figure these things out for yourslf, without detail + How should you say it? How you arran what second, what last—and the words you use shape the audience's sponse to what you say. When you're faced with 1 business communication situation, you need to develop a solution that willboth solve the organizational problem and meet the psychological needs ofthe people involved. The strategies in this section ‘will help you solve the problems in this ook. Almost all ofthese strategies can also be applied to problems you encounter on the job. + Understand the situation. What ae the facts? What additional information ‘might be helpful? Where could you get it? + Brainstorm solutions. Consciously develop several solutions. Then mes- sure them against your audience and purpases: Which solution is likely to work best? ‘+ Ifyou want to add or change information, get permission first. If you have any questions about ideas you want to use, ask your instructor. He or she can tell you before you write the message. When you use this book to create messages on the job, you can’t change facts, That is, ifs October, you can’t pretend that its April ust because it may castors fo bo fa for be falar cometh Faldrs. Tha Inv ciotor ‘nesaarnyce Strnad[ectertacimaak: | at one:buaig cts | 1. benes Few Ein Thinking Creatively Creativity is essential to success in business and business communication, Here are some examples. + Inarisky move, Apple Computer branched into portable digital msc players, 2 market in which ithad no sige nifieant experience. The results were the Wed now the defacto standard, and iTunes, a popular online musie Mowe. The company then gambled on the «Phone, iTunes Movie Rentals, and the MacBook Ait, three: pound laptop. computer measuring just over thrce ers of an inch ais thickest point. To maintain its Hlominance, Apple must continue to innovate + WL. Gore & Associates, maker of Gore-Tex fabrics ane Glide dental floss, was named Most Innovative Com: pany by Fast Company magazine. Organized more ike 5 university than 2 corporation, the company prefers egalitarian teams to boss-driven departments, mixer researchers with salespeople and preduction workers and prefers small buildings on minicampuses to sigan tic complexes. The $1.6 billion company’ i the brain child of Wilbert L. Gore, who believed “communication really happens in the carpool,” where hierarchies dont stile free expression, “Thinking creatively often means shedding common paradigms. For instance when te fledgling Cartoon Net Work decided to offer programming aimed at 1-40-34 year-old it sought writers and producers who ignored Standard marketing practice and instead envisioned a block of shoves they’ watch. "The result was Au Sti, an aller hours cavalcade of Iup satires lke Faturanm ane The Voutare Brothers mixed ‘with Japanese anime series and off-the-wall comedis like Family Gg and Agu Tee Huser Fore: During commercial breaks, postmodem spots advertised upcoming shows or challenged viewers’ trivia knowledge. Soon, Adull Sia ‘vas beating, the competition chilly Jay Leno and David Tewerman, ‘Ways to become more ercative include branctorming, working within limits, and consciously seeking problems lordisonances that need work, TBM's tips for creativity ace even more diverse. Some of thom include pean argument. “+ rainstorm with someone 10 years older and some: lo years younger. + Clean your desk, + Come in early enjoy the quiet, *+ Leave the office. it wih just a pene and apa of pape See what happens. T © Wave Cero. 108 NE Ercan ewer les) ‘Question “conventional wissom,” which can rely on myths and. stereotypes. I= conventional wisdom thal argues, for instance, that people naturally sie with others along racial, ethnic, gender, religious, or socioeconomic Fines. Yet, Asian Americans even those with Chinese ances- tors areata disadvantage teaching English in China, where Caucasians, regardless of qualifications, acincemand And Senator Barack Obama was lhe big Democrate wine in the 208 fea Caucus, which had econ turnout of 236,000 ‘vers and was held in state that is more than 907% white Suns Toler Days ae ype” ass oe 6 3-1 ‘dnt "an nn Mechs 1 9 down Linda esre rer ons An Dotti That {Geandy Tuy Deer 204 Stone ee ‘hanya gent Mtl Cian Me ey an ra ate ira Ha ‘ens incl har gd Vine eb 27 ome [ntiarwrs tins ees nc SE? (al aboard Meet -t se a oan, “Choma tre a my ABC amy 8 wend sig brea gacom/ pntcterauconmnt | Vato bulng Be TT Townace 1 eccentrics com ‘adn cou oso nde 12. uitone edn sb ee ota Figur 1.9 PABOC be esiero think af eaderhenefts for thattime of yer Butit may be posible CQuondoneforkmalyee to changchabts hat your empany hes fallen no espeilly they no longer Seid PaIgoAE ENGL Yl oUF prperPbee mau nto dep UepheAnoc matings frm eampany prctie sac pable oinine «Use the PAIBOC questions in Figure13 to analyze your purpose, our aie Pvmatemyarpenconn lence and the station missy! ‘As Figure 1.3 shows, PAIBOC offers an acronym for the questions you need » yaoi ayer teacher bata Jou bef composing pra eccmaage The folowing ec SEs coman- on lists specific questions you can answer, See Modules 10,11, al 12 for eS ‘examples of answers to these questions for speeific situations. Fe erteoneed 7 a mimeemilemenetar —pWhatave your purposes in writing or speaking? A What must this message dot solve the organizational problem? What uae a ga must it do to meet your own needs? What de you want your readers to tha? To think or feel List all your purposes, anajor ancl minor Specify ae ‘emctly what you want your reader to know, think, or do. Specify sare yur post? {Eetly what kind of image of yourself and of your organization you ‘want to project. vist canyou eos Even ina simple message, you may have several related purposes: ‘ratio: to announce a nev policy, to make renders aware ofthe policy's prov Imoset yr meets sions and requirements and to have thern think that the poliy is a ody epee food one, that the organization cares about its employees, and that ovwcoe? You ate a competent writer and manager. © estteenatinae A Whois (are) your audienee(s)? How do the members of your audience oar ttnaipto dllfer fron each other? What characteristics are relevant to this pati teen remo dae esis? ee How much does your audience know about your topic? Hove will spec excuses audience members respond to your message? Some characteristics of {your readers will be irrelevant; focus on ones that matter for his mes age, Whenever you write ta several people or toa group (like a memo toall employees), ty to identify the economic, cultural, or situational Uitietences that may affect how various subgroups respond to what you have to say. 1 What information must your message Make a list of the points that must be inchuded; check your draft to make sure you inchade them all If you're not sure whether a particular fact must be included, ask your instructor or your boss. “To include information without emphasizing it, put iin the middle fof a paragraph or document and present it as briefly as possible. nelude? 1B What reasons or ender benef can you use to support your pasition? Brainstorm to develop reasons for your decision, the logic behind your argument, and possible benefits (0 readers if they do as you ask. Re sons and reader bencfits do not have to be monetary. Making the reader's job easier or more pleasant is a good reader benefit. In'an informa tive of persuasive message, identify at least five reader benefits. In Instant Replay ‘your message, use hhose that you can develop most easily and most “fectively. aseismic Be sure that the benefits are adapted to your reader. Many people do Seles ieee not identify closely with their companies the fact that the company fovertolgenentect te benefits froma policy will help the reader only if the saving of Profits poveenckal passed directly on 1 the employees, Tha is rarely the cane: Savings land profits are often eaten up by returns to stockholders, bonuses tohor Kaczmarek: UsOre:teidagaiees | Canmunieioe: force Merges ‘onames exes a Investments in plants an pen on ech snd vy © Whatobjections can you expect your readers) to have? What negative clements of your message must you deemphasize or overcome? Site to See Some negative elements can only be deemphasized. Others can be lvercome. Be creative: Is there any advantage associated with (even though nat caused by) the negative? Can yew! rephrase or redefine the wwarblockbustercoms negative to make the reader see it eiferently? kbs eld ie se © Hoss will the context affect the reader's response? Think about your oyractase weaned oar relationship to the reacler, morale inthe organization, the economy, the st navna sn aise to time of year, and any special circumstances vee Readers may like you or resent you. You may be younger or older than the people you're writing to. The organization may be prosperous or {going through hard times; it may have just been reorganized or may be Stable, All these different situations will affect what you say and how. you say it. Think about the news, the economy, the weather. Think about the general business and regulatory climate, especially as it affects the ‘organization specified in the problem. Use the real world as much as ‘possible, Think about interest rates, business conditions, and the econ. ‘omy. I the industry in which the problem isset doing well? Is the gov- ment agency in which the problem is setenjoying general support? Think about the time of year. If i's fall when you write, is your busi ness in a seasonal slowdown after a busy summer? Gearing up forth Christmas shopping rush? Or going along,zt a steady pace unaffected by seasons? To answer these questions, draw on your expe and your common sense, You may want to talk to other students oF tead The Wall Sireet Journal or look at a company’s annual report. Sometimes you may even want to phone a local business person to get estimate taxes Keer ecm ctor baste (io auchacthw Us Pos Seluce aca antes ronan forte Mesos for oso Hocesges pets [tains “oMenasic Comment engamen se Sunes Copii 8, information. For inslance, if you needed more information to think of reader benefits for a problem set in a bank, you could eall a local ‘banker to fine out what kinds of services it offers customers and what iterates are for loans. ‘The remaining modules inthis book will show you how to use this analysis, to create business messages hat meet your needs, the needs of the reader, and the needs of the organization, Summary of Key Points + Communication helps organizations and the people in them achieve their goals. The ability towriteand speak ‘well becomes inereasingly importants you rise in at ‘organization, + People put things in writing to create a record, to con- vey complex data, to make things convenient for the eur, t save money, and to convey their avin mes sages more elective. + Intemal documents go to people inside the organi tion, External documents go to audiences outside clients, customers, supplies, stockholders, the govern= ‘ment, the media, the general pubic. + The thece base purposes of Buisness and administra tive communication are to inform, to request oF per suade, and to build goodwill. Most messages ave ‘more than one purpose. + Aone-page message that took an hour to plan, write, and revise cost on average $22.13. Poor writing costs leven more since it seastes time, wastes efforts, and jeopardizes goodwill + Good business and administrative writing meets five basic criteria it's clear, complete, and correct the reader's ime and it builds goodve + Toevaluate a specific document, we must know thein- (eractions among the writer, tie reader() the purposes of the message, and the situation. No single set of ‘words will work forall readers in all situations. Assignments for Module 1 Questions for Comprehension 1 What messages? the Owoe basic purposes of business Questions for Critical Thinking 1L4 Why doyou ced to understand the purposes udi- ence, and context for a message to know whether a speciicset of words will work? 1.5 Why do seriting and speaking become even more portant as people rise in the organization? + To-understand business communication situations, ask the following questions: What's at stake—to whom? 4+ Should you send a message? + What channel should you use? + What should you say? + How should you say i Use the PAIBOC question to analyre business comme: ‘ication problems: P What are your purposes in writing or speaking? A Whois (ave) your audience(s)? How domembers of your audience difer? What characteristics are rele- ‘ant to the particular message? 1 What information must your message include? BB What reasons or reader benefits can you uselosup- port your position? (© What objecton(s) can you expect your reader(s) to have? What negative clements of your message uit you deemphasize or overcome? 1 wil he contest affect rear sponse? Think about your elationship tothe reader, moral i the Drganization, the economy, the time of year, and ny special circumstances, ‘+ Asolution to a business communication problem must both solve the organizational problem and meet the needs of the writer or speaker, the organization, and the audience. 1.2 Whatavethe fivelasi criteria freffeetive messages? 1.5 What does PATBOC stand for? 1.6 IF you're just looking for a low-level jab, wey is it lil useful to beable to write and speak wll? 7 What opportunites do you have in volunteer or student organizations todo ral “busines weiting” while you're in school?[tectertacmnnt: | Units: Ouiacts ~— Teotantan- ‘usin Cnmuioain: for Eeciveesags—Canmniel Gimp 08 aiding Cen Si ‘Monopmon Succes ea Exercises and Problems “Ls Letters for Discussion—Landecape Plants Your nursery sels plants not ony i your store but also by mail order Today you've received a letter from Pat Sykes, complaining that the plans (in 9 $572 ordet) didnot arrive ina satisfactory cond tioa, “All of them were dry and wilted. One came ‘outby the qots when took tout of thebox. Please Modula Busbess Comarca. Meaagoment and Success 18 ‘The following letters are possible approaches to answering this complaint. How well does each message meet the needs ofthe reader, the writer, find the organization? Is the message clear, cam: plete, an correct? Does it save the reader's time? Does it build goodwill? send tne replacement shipment immediately.” | enacted 0 £00 what could havo eauous he daca spin: you recaWad. Aor ang ot [poblensinranst, Ldscovredtat your orders packed by anew wots who ei nro he ood o wator pane Moron beloe they ate cpped. Wo nave hed Ne work wo you can BE sere hat il et happen ogee ‘Anew a cost aur company svat hunged das, #8 send you a reeaeaMet shipment Letmeleom ithe nok spent avs ley Wo st al youl act comes aah Sar te scree vp atc Sanding plan: ross coun i a ishy business. Some hem us tort ake me ein Ym day cu as ern mye Wel etd your count S72 ‘sr br Si fms ou ave apy wth ys pons britisn Ur out The ox lat ay “Open and tor iimerloay” yesh done at eps woul! Rave been ne An anyoody whe le gona ob Dini stuld know tt sie er lence! {you pully eleacen, oul path ots al A Fivby tm stn! Soe you dort know how to hand pans Im sardn you oy cu roe. “roo Garr Your Pants" Plata ell 0 hu you Wik wo sea apport weno tr. We ok fora to yor neers ‘Youre the St has come ote atenton of ne uneosians Accerting i outlet yur sci 47420 arsed nan unaltictry coetion Pease ba aches ‘att frou ply fo mae austmanis asp ors nd Condon Ino he overs seo ‘ur Acinomizdprontol Grr yu wl ead Wt Sooumere you ulltad th Towing yeu tart assert any clam apnet son tis account, you shal ko an axepton on your fecal to ho cao’ a eal wn 30 day afr ha aes any sur goods, ish us dad You ator oft Sh dose no doer ho aloud damage in slot dtl Furr, He ‘very voc! cori nielon oan escape yeu capes orca an Odhsimen. YOU ‘nue comply wih ou ome andseo athe nessa document each he urdesknad by th oes ‘ts uss day on te 20 fe mo ‘Dear Pat Byes “Youll ge a replacement shipment ofthe perenas you oxdred rent wock ‘You plats ate wate carly below sport and paces w epocty dsgnod cardboard cor fairs UL be wear snc wt, rue day small has may sy 8 Pe hares hapnones wh yout pbs Par Gl on tte te cae to Won. Bo hoy 0 The vols gals agulagas, andnosasyovortrd ato kng-oomn potas hat wi gat oven proto ea Yer nj eur sardan!‘oie wonensumat | tone: tuding ees iranian frkecveMessger—Cemmasieon Cas 0 16 Unit One Bua isk Etctvo Mocsaaee 19 On ‘The Acme Corporation has been planning 10 acquire Best Products, and Acme employees are Worried about hove the acquisition will affect them. Ed Zeplin, Acme’ human resource man- ‘ager has been visiting the message boards en job Search sits ike Vul.com and sees dramatic ris in the number of messages posted by people claiming tw be Acme employees, Many of tie messages ae 1 Messages fr Discussion—Responding to Kumars spreading rumors about layofis, and most of the rumors ae false. ‘The following messages are posible responses that fal can post to the message boards. Hose well does each message mice! the needs ofthe reader, the seniter and the organization? fs the message cleat, ‘complete, and gorvect? Does i save the reader's hime? Does i build goodwill? TW Be Gren batho Ea Zein Date Teeay. ay 25 | a happy oll you tat no HF news good Twomenhe ago the GE Wl me about he meraar fn nv been pepsing a hurtan sare plan we new | wa youta ko about i beens moro na Ben od, onset be YoU oa souk wat tor tne Cal srrouneaman a yu ee ht the sang ead wl ein song ty epson Fsbeen neal of posse bit ¢ye 6 pao we expah everywna ne ean, ec ‘ur pl hole ond by Mandy, rt en i yourave any quetons, jt oract your HAP 2. [sate Duhor Hi Boss Date oaday. May 25 ‘ater lazesbn@acrne com Date Tus. May 28 ‘Aare has 475 erplayses, and Bast Puce has 2 employees. Our human resource plan fr Mo Jott for 625 empboyea fou do tha math yo. var eBe that he wl en aye, ho, {i be hing 20 employece. OF eure, se wu cosidte opetnbons wai) Best. how wi be some ‘leployets However curpan dca that wa nop ian cr eens sal AV enous ae ‘Our HR pan i ase! on he best analyte fohviqus anda busines oacast by atop coneuting fo yee an employee you srl row ou bess pan al Our Gale pag on Bere Intranet Every ghuld ead Acme: maaan seen cn out homd page, wears cam) 4, [tayo Rims be Aenea Disonien ‘the Zoi nH Date aos, 23 May you came are ot your company orm. you sent geting Me Halter Th po Ingtotis dlsceson ard aspen ius rue noth t,o want knot he ahaa ‘Aine ask he peopl wes acces oh forms Asti manager, an aura you na won belaying alempleycs aor emerge wth aero inthe ene we approve te hating ln. s shad row poop woud atk, Pen eat ‘ig he nagat.nring het i he, ey woud now th ac, oo 1 poop aly caren about ob sous. thay wou ko meting an oxcoasing kt wk pa ae ‘han wasn ter te auaemengesng en messaqo boards Hod war: al te Naf scaDeE‘onatean 5, [me mesioy apcta-ore ‘auhor zetia com Dare wosdoy 23May Yen seems uns Ihe cave ot Acme neutral Peduca ero oxcopon 9 met send to seerumste but aes posted ones mssaga board ave a tl Lm woking esa wh cu GEO ard ih te GEC and human resource ani at beat reduce and wo al 700 Pot sor car saliva agro heme to Bet, ar ot arti comipaies the bre We aver pore yo any ou aed pela arcane Imonoig hs acsoge baad ar will oatrescagos am abla cla more das abou! or {alin plans In thereat, erployecs ld with fr lal rion nthe era News tera on orton. We cata abou ou onl employers vor ave queens autour pla and ples hoy shoud 10 an uaa (Luzon Hi Hanon Discussing Strengths Introduce youre toa small group ofother tudents enti dee of your strengths that might interest ar Intraducing Yourself to Your Instructor ‘Write a memo (at least 14 pages long) introducing yourself to your instmctor. Include the following topes + Background: Where did you grow up? What hhave you done in terms of school, extracuriculer activities, jobs, and family life? + tnferestss What are you intersted in? Wha do you like to do? What do you like to think abot ane talkabout? + Achievements: What achievements have giver {ou the greatest personal satisfaction? Lis alas five, Inchide things which gave you a real sunse accomplishment and pride, whether oe not they're the st of hing you'd Fist oma résumé Desc Write a memo atleast pages long) to yourinstrac tor describing the experiences you've had writing ‘nd what you'd lke to leen about writing this course, “Answer severa othe t wing questions: + What memories do you have of writing? What made wating fun or frightening in the past? + What have you been taught about writing? List ‘he topics, rules, and advice you remember. ‘+ What kinds of writing have you done in schoo!” ow long have the papers been? + How has your school siting been evaluated? Did the instnctor mark oF comment on mechan 4s and grammar? Style? Organieation? Logic? Content? Audience analysis. and adaptation? lave you gotten extended comments on your papers? Have instractors indifferent classes had ng Your Experiences in and Goals for Witing, employer. These ean be experience, knowledge, oF personality traits ike enthusiasm). + Goals: What do you hope to accomplish this term? Where would you like to be professionally and personaly five years from now? Use complete memo format with appropri headings. (See Module 9 for examples of memo for- mat) Use a conversational writing style, check ‘your draft to polish the style and edit for mechani ‘al and grammatical correctness. A good memo will tenable your instructor to see you as an individual Use specific details to make your memo vivid and interesting, Remember that one of your purposes is to intores your reader! the same standards, orhave you changed aspects of your wring for diffrent lasses? ‘+ What voluntary writing have you done—joutnal, poems, stores, says? Has this wring been just foryou,orhassome fit been sharelor published? ‘+ Have you ever written on ajob or ina student or volunteer organization? Have you ever typed ‘other people's writing? What have these experi fences led you to think about reakworld writing? + What do you see as your current strengths and ‘weaknesses in writing skills? What sills do you Think youll ned in the future? What kinds of ‘writing do you expect to de ater you graduate? Use complete memo format with appropriate hnoadings (S8e Module 9 for examples of memo for: ‘at Use a conventional writing syle eit your ial raf for mechanical and grammatical correctness.ert esages ‘nines Communication ‘ting ren Si Feu Ein 48 Unit One fur bok or txt Macsaaxe & Polishing ¥ Sentence Fragments Wr Prose A complete sentence has a subject and a verb. Hf either the subject o the verb is missing, the resll isa sentence Aragment The jod cai And have take ‘To ix the fragment, join it to other words to make a com plete sentence, “The job candidates passed seven roumds of inter: vows and have taken three tests Sentence fragments also oceur when a clause has both 1a subject an a verb but is unable to stand By self a 3 ‘complete sentence. Although {ead my e-mail he upgrades his computer “The words although, brcause, and since make the clause orhinate, which means the clause cannot stand alone Temust bejeined toa main clave Athowgh read my email | did not respond to he draft ofthe proposal Fiecouise she had saved her work, Paula Was able to restore italter the eras. It he upgrades his computer, ho willbe able to use the new software ors hat make clauses subordis alee it although though when, whenever because, since while, as foe, ti Even sentences that have a subject and verb and are not subordinate may sem fragmentary In thought The computer i ‘amine Commi, agement on Suscese ‘otto pa 208 ‘Adil more information to make the sentence cleat The computers the latest model {need more tattered She transfers to the lggsties department on Tuesday. Sometimes fragments are OK, For instance, agments are tsed in edsumnés, advertisements, and some sales and fund-aising letters. However, ragments are inappeopei- ae for most business documents. Uecause they are incom pte, they can confuse or mislead readers. That the biggest problem with grammatical sors lke sentence fragments is that readers sometimes assume that ppoople who sake errors are unprofessional or unpro- inable QR Module 1) OF course, using “incorrect” ‘gemma hag nothing, toda with intelligence, but many people nevertheless use grammar as a yardstick. People Sho cannot measure up ta tna yardstick may be stuck in low-level jobs Bvercises Make the following sentence no. complete gents 1. The door othe supply room. 2 Making it necessary for ws to pay interest. 3. Aout the same time as we eared the nes, 4A The instant messenger 5. Akiko and her stall. {6 Because we noed to complete our research, 7. Tom di Specialising inthe acquisition of commercial properties 4, Pat the paper in the bottom tray, please AC. sth for me? Check your answers tothe odd-numbered exer the back of the Book.a re eos | 2 Alain or Msane | cecseme | wemnamone Tras cots oe Module 2 Adapting Your Message to Your Audience To learn how to ronmimmgmie ——Pamauademee yen > tater mat Start by asking these questions: Fieakacoumean ——_ ryeuipennemiviea wey Host acomnta What do need te know about my silent needs? woe er omni a solto rot pivonerlemra remomerortdrahs ore oS GSE stnipdetre ren eet atte fomreentinn ees emer 8 tmreia bensecieaclaronatocineeste akon an nec ats datrctcreeredets hd catenntoeonh ees eee comin a sonnei 1EIT lar ye Mente il ‘Michelle wondered whether her boss was sexist. Everyone else who had joined the organization when she dd had ‘been promoted. Hee boss never scomed to have anything good tasty about her or her work, ‘Michelle didn't realize that, in hor boss's eyes, she seosn't doing good work. Michelle was provid oF her reports; she thought she was the best write inthe office. But her boss valued punctuality, and Michelle's reports ‘were always Tate, Ist as every sport has eules about scoring, 50, 100, workplaces have rules about what “counts.” Even in the Soave industry, diferent organizations and diferent sper- ‘isons may care about ferent things. One bors circles _misspelled words and poets the offending, message on a Dalletin booed for everyone to see. Other people are more tolerant of errors. One company values eriginal ideas, While another workplace tells employees just to do what they’e¢ told. One supervisor likes technology and always ‘buys the latest hardivare and software; anolher i echno- phobic and has tbe persuaded to get needed upgrades. ‘Succeeding in an organization depends first on under standing what “counts” al your organization. To Find ont ‘what counts in your organization, \* For sy communion ‘onwetna-¥ Conese 208 Understanding What Your Organization Wants + Ask your boss, What parts of my job ate mest impor tan? What's te biggest thing could do to improve my work?” + Listen to the stories colleagues tell about people who have succeeded and those who have failed, When yout see patterns, check for confiemation: “So his real probs lem was that he dda socalize with co-workers?" This gives your colleagues @ chance to provide feedback "Well twas more thon never joining ws for Inch. He ide" eally sem to care about the company.” + Observe. See who is praised, who is promoted. Understanding, by the way, can and should bea two- vay sitet, Online show retailer Zappos.com listened to employees who sald they wanted a workplace that is ‘more necommodating to thir Iestyle. The result was 2 fap room for a quick snooze and social events that {ned after hours mivers and lighthearted “parades” in theoltice, The work sill gets done Sue Mey Sik “he AR AC Md, Noe, Who is my audience? > More people than you might think! te an organizational seting,a message may have five separate audiences! ‘The primary audience will decide whether to accept your recommenda- tions or will acton the basis af your message. You must reach the decision ‘eset, een por ca. Dovetolnnw satya trea Atcha ror Saxon Fanci Sores Ato maker to fulfill your purposes. 2k ad Joho van co aan ye secondary audience may be asked to comment on your message oF to dinevenca\n. 2, The secondary audi y be asked ton yi ge oF te implement your ideas after they've been approved. Secondary audiences can also include lawyers who may use your message—perhaps years later-as evidence of your organization’ culture and practices. The initial audience receives the message First and textes it to other a ences, Sometimes the initial audience also tells you to write the message. 4. A gatekeeper has the power to stop your message before it gets to the pr mary audience. A secretary who decides who gets tospeak to or see the bass isa gatekeeper. Sometimes the supervisor who assigns the message is also the gatekeeper; however, sometimes the gatekeeper is higher in the organi- ‘acs and fn curency {teem Unit Matsoker Ran otros 3, ‘so wtb van de then its enorcamar hit Senuies Gomme ‘such prio oat He sacle zation. In some cases, gatekeepers exist outside the organization Sema tostenvesis 5 watchdog audience, trough it dovs not have the power to stop the mes- sage and will not act directly on it, has political, socal, or economic power. “The watchdog pays clase attention to the transaction between you and the primary audience and may base future actions on its evaluation of your message. ‘sare Faon Fa," ous Buoroseio Nevo’ 20072Tocterxacont | Ustonebeidagakets | 2Adpinnvoutenone | - ‘orem | nine Communesin: eet Metapon 16 Yoor Al Comins 8 owed Modi 2 Aspng ir Massage to Your Ausence 1 Ceres Whiter “An acoint execlne so ny rte ution ar bos, we aks herto wr he plan Catcher Hor boss wnt approve he Han eit ges I the nt ima auatines The ect comitae ft cent company vb decile wher Padopt ts pe ‘Second uorces Tas making sal fhe fn company wl aed or comments ontlon ‘he att, wr, ard meta bya who wi opomant th pln erento Ginn wre “wo wotars a conan ik tn ital ace ‘Aconsotin otransacttrs, wich isthe think rik mena ow popotod ose ogtans woul ek mamsachurg, cto tebe ‘econ. the someon deen tba rena, kwon ena ‘no a fod ovement. Pirysuience To nde goverment ancy hat requis hs ensure produ. t lot rgidatone sed pst anak hapa eis ‘port Wh is acca mo acorarigsenghees ard peso Secondary suloneor The grea pubic Cr maractrors the pet (Gr chert ed ptr ant fhe crating Wik eke ‘he coralieg tir ans comple: secon cence kirsten comet ‘Ath yh ret power Oe apr Ws goad was ‘rgonart forth eanating companys ge and sha coniacts Thor crane wore the ane that autonomy a hy ove th cat ‘Asthe charts in Figures 2.1 and 2.2 show, one person or group ean be part oF tivo audiences. Frequently, a supervisor is bath the initial audience and. the gatekeeper. Sometimes the initial audience is also he primary audience that ‘will act on the message. Why is my audience so important? > To be successful messages must meet the axciences' needs. Good business communication is audience:cent both PAIBOC and to the communication process. sl. Audience is central to Audience and Pi Think about the PAIBOC questions in Module 1 (a4 p. 9). OF the six questions, the five in blue relate to audience.te | 2Adeinn er Monane | ‘omen aca essogee Your Aine Coma 103 22 Unit One Bald Socks fr Elote sant clas Instant Replay Five Kinds of Audiences total le fat torscahe ne message atokoeper Has th powar ta stp the mmessaa blo tg Primary recormandstens 2 Secondary Comments on moss090 oF laments reared Watendog is pote soot or 0: ° Ca Caspers sds rr or emo Stone ICO, hone oth trayen sukoshi What ate your purposes in writing or speaking? Your purposes come from you and your organization, Your audi- tence determines how you achieve these purposes, but not what the purposes are Whois (are) your audience(s)? How do members af your audience differ? What characteristics ae relevant to this particular message? ‘These questionsask directly about your audience What in mation must your message include? The information you need to give depends on your audience. You need to say mote when the tapic is new to your atdience. IF your audience has heard something but may have forgotten it, you'll ‘want to protect readers’ egos by saying "As you know,” of putting the information in a subordinate clause: “Because we had delivery problems last quarter, ....” ‘What reasons or reader benefits can you use to support your position? What counts as. good reason and whatisa benefit dependson your audience. For some audiences, personal experience counts asa good reason, Other axliences are more persuaded by scientific stadies or by experts. For some people saving money isa good benefit of grow ing vegetables. Other people may’ care less about the money’ than about avoiding chemicals, growing varieties that aren’tavailable sgrocery stores, or working outside in the fresh ait. >» Module 8 {gives more infomation on developing reader benefits ‘What objection(s) can you expect your reader(s) to have? What negative clements of your message must you deemphasize or avercome? Different audiences will have different attitudes, One audience ‘may abject to a price increase. Another atsdience may expect price changes as routine and not be bothered by them.» Module 12.0n petstision gives more information on overcoming objections.Tones | ‘amp 20 Module 2 Adina Your Meas Your AuSenco. 23 How will the context affect reader response? Think about your relation- ship to the reader, morale in the organization, the economy, the time of year, and any special circumstances. People exist in a context, How well they know you, how they feel about you an your oxganization, how well the economy is doing, even what's been in the news recently will all influence the way they respond to your message. The following model of the communication process drastically simplifies whats pethape the most complex of human activites, However, even a sim- plified edel can give us a senae of the complesty of the communication —-yySeat man wh te Process. And the mode! is useful in helping us sce where and why miscom- atest pear Tunication occurs Figure 23 shows the base pros that occurs when one sraonmotacae sn person tries to communicate ideas to someone else. eee ‘The proces begine when Person A t's call him Ales) perceives some timu- faves Kawa menbe Jus. Fete we are talking about literal perception: the ability tasee, tohcat, to taste, wean note ganta Bay tosmel to touche Nett Alex interprets what he hasperclved Is itimportant? toma mascserens Unusual? The net step is for Alex to choose or selec te information he wishes Varden bas woe san to send to Person B (whom we'll call Barbara). Now Alex is ready to puthis ideas 2008 slone—the neuter autho. ine words (Some poopie argue that we can think ony in words nd woukd put mdmadcanoay macho this stage before interpretation and choice) Wondsarcrot the only way to convey Sora gue ideas fetaren, dotting, and pictures can carry meaning nowvetbally. Thestage Wateped Seahoe fof pulling iden into any hese symbols called encoding. Then Alex must anteater. te transmit the message to Barbara using some channel. Channels include memos, ssniaan' aed up by phone call, meetings billboard, TV ads, and e-mail to name just fev. al Coin “To receive the message, Barbara must first perceive it. Then she must \pisestney newt aly decode atts, extract meaning from the symbols Barbara ten repeats the gain to steps Alex has gone through interpreting, the information, chosing a Teponse, and eieoding it, The response Barbera sends to Alex 1s called Soran toate feedback. Feedback mn be duvet and immediate or indirect and delayed; it uae Sess mney be verbal or nanverbal Soe ‘Notse can interfere with every aspect of the communication process. Nolse may be physial or poychological, Physical none ould be a phone line with ‘Audience is also central to the communication procs. A & Figure 2.8 A Modo! of Two Reality Person Communication with Feedback rede Peas Serer ‘tlle (and miscommunication) can occ here‘ting Cato Sits, oth tan wor tone open 208 £2 eit One Bldg oso FcmiaNaszanss ‘Tofponola ts AShatctback, ‘Nesp pte castors {oan enna gaa, “Thw At ‘otto Host Frat putconts ‘we eoestad ar decoy ‘hos rom Aaa ‘cao 00,000 pe owed He game, dls ot O10 sles sana i 500 est os, ans toate Web se ig te tami rn 140% ose traps oa ‘sauce ost “Ateners Ohby Astra ape Biase hy 2 20%, static, a lawn mower roaring outside a classroom, or handwriting that is hard toread, Psychological noise ould include disliking a speaker, being concerned about something other than the message, or already having one's mind made ” Chonnel overload occurs when the channel cannot handleal! the messages that ate being sent. A small business may have only two phone lines; no one ‘else ean get through if bota lines are in use. Information overload occurs when more messages are transmitted than the human receiver can handle. Some receivers process inioumation “fist come, first served.” Some may try to select the most important messages and ignore others. A third way’ is 10 depend on abstracts oF summaries prepared by other people. None of these ways is completely satisfactory. Atevery stage both Alex and Barbara could misperceive, misinterpret, choose badly, encade poorly or choose inappropriate channels, Miscommunication ean also occur because different eople have diferent frames of reference. We always, interpret messages in light of our personal experiences, our cultures and subeu tures, and! even the point in History at which we ive. Successful communication depends on the common ground between you and your audience. Choose information that your audience needs and will find interesting. Eneade your message in words and other symbols the audience ‘will unclerstand, Transmit the message along, a channel that your audience will, attend to What do | need to know about my audience(s)? > Everything that’s relevant to what you're writing or talking about. Almost everything about your audience is relevant to some message. But for any particular message, only a few facts about your audience will be relevant. Mecsage/Pupose udionco Relovant Factors Mano stncuncing hate Aemplyges 4, Aste aration Game company wi romeutse ‘oop ind cous ae feriojoa er on hay (nay being) tie wereld clege 2. Time aula ome may comes otosbs) 2 at ng promoted or gating 4 aie ova cpa @haco bigested regan) Ltr fang spl Cofage studs 1. bone en anew arused cor 2 xpodatore of tro reo fan tty oa 3 eating are cor 4 tu oar sod by tha deep 1 Kooning ret tes 6 Aoceae ooo kd of ranch Loner gogo eating agents Care | How wal toe owe you fant saying et you wh tng 2 Now mach ort es you ‘ure re 2 How part agenda ne ‘eet ca 4. fow na lent oe soot en 5. Phy space lr mn foo terns oct)[acarsicmank | tntdebutdogatc | 2.Adasieg Yr tenaye | ines Canmuiewin freee Messages tour ate sng rien Si T eon nn (oreo Module Aco Your Message 10 You Audanco 25 Since the factors that mater vary depending on the situation, no one-size-fits- all list of questions for audience analysis exists. In general, you need to use com~ ‘mon sense and empathy. Empathy is the ability to put yourself in someoncebe's shoes, to feel with that person. Empathy requires not being self-centered because, in all probability, the audience is ot just like you, Use what you know about peaple and about organizations to predict likely responses. When you write or speak to peaple in your own organization and in other organizations you work dlosely with, you may be able to analyze your audi- ence as individuals. You may already know your cudience; it will usually be feasy to get additional information by talking to members of your audience, talking to people who know your audience, and observing your audience. In other organizational situations, you'll analyze your audience as members of a group: “taxpayers who must be notified that Hey owe more income tax,” customers living in the northeast side of the city,” or “employees with small children, Information thatis most often helpful includes the following: ‘+ How much the audience knows about your topie * Demographic factors such as age, income, number of children, and sa forth + Personality + Values and beliefs © Past behavior Knowledge: "Even people in your own organization won'tshareall your knowledge. USA provides insurance to military personnel and their families, but not all the 22,000 people who work there know insurance jargon.” ‘Most of the time, you won't know exactly what your audienar knows Moreover, even if you've told readers before, they may not remember the old information when they read the new message. To zemind readers of informa tion ina tactful way, + Preface statements with “As yout know,” “As yeu may know,” ora similar phrase + Spell out acronyms the fist time you use them: “Employee Stock Ovsner= ship Plan (ESOP) e brief definitions in the text: “the prineipal—the money you have invested—" ‘+ Putinformation readers should know in a subordinate clause: “Because the renovation is behind schedule...” Demographie Factors Demographic characteristics are measurable features that can be counted objectively: age, sex, race religion, education level, income, and so on, ‘Sometimes demographic information is irrelevant; sometimes is important. Dows age matter? Mostof the time, probably not. (Mick Jagger is more than 60 years old, but he probably doesn’t subscribe to Mofern Maturity.)On the other hhand, if you were explaining, a change in your company’s pension plan, you'd expect older workers to be more concerned than younger workers would be. Business and nonprofit organizations get demographic data by surveying, their customers, clients, and donors; by using U.S. census data or by purchas- ing demographicdata from marketing companies. or many messages, simply identifying subsets of your audience is enough. For example, a school board. tha coe oy pope ee amy. foctng thn fon cur aay tot ‘oadirang, satan hirer as rst pot ‘altortophg is undoing tan paso ‘an for strom rin ne Fens ay bon, aa (myers ng th est dental dso rau (tet Meo icc a rey of Cato Loe ‘ga, ound no rine re ‘an ecvay amora party me ‘ors who wae poled ‘rer Fly th car ‘aap wes so nasty athe ‘orp reper ha cm oe ppc ier Bah onto We acre Soe The Se ‘Birt aga 20, co ‘Se ene on eens eran. a. Site to See Goto p:tuwur census gov! ‘eedomogaphibiension sat he U. popdson and ‘ae. oom tomato onints | aAdmigtortesene || teow {wor Redon Compas. 208 Feat ion 26 Unit One Balding bce te sm Mossegss Luying to win support for a lax increase knows that not everyone fing i the istrict will have children in school I isn’t necessary to know the exact per ‘centages to realize that suciessful messages will need to appeal not only to ‘parents but also (0 voters who won't directly benefit from the improvements thatthe tax increase will furd. leahow rows eopared and by tos Aes Yh sees the Uebeow, Pak ‘ou, foo Senco, Lato Pun ‘ira Asin Mara The ‘mig ack onan, ha ae ‘tan mis torguechon Sty wih sarvsaionionto —# Extrave ipower meng {te by otter mea At ‘uc Nt pals, £200 (oy rte anderen bert mang Me es Personality When your primary audience i just one person, his or her personality is rele~ vant, There are many ways to analyze personality. For business, one of the most useful isthe Myers-Briggs Type Indicator” instrument, which uses fo ‘pats of dichotomies to identify ways that people differ" -Introversion: whete somenne gels energy. Introverted types get their energy fom within; extraverted types are energized by interaling with other people + Sensing-tntition: how someone gets information. Sensing types gather information through their senses, preferring what is real and tangible. Int pure or ancae itive typex prefer to look st the big picture, focusing on the relationships and Goce Yonea Eine me conecions between facts. toamaThedatntie + Thinking-Feeling: how someone makes decisions. Thinking types consider Noni 250 ened gical easequences Of an action to teach decisions. Feeling types make oe decisions betes onthe inpact 0 people, TS ctatectes + Judging. Perceiving how someane erentshimself r hrstfto theextemal world. Judging types liketo live in planned, orderly way, seeking closure Perceiving types preter a flexible environment enjoying possibilities, Figure 2.4 shows how you can use this information to adapt a message to your au Your Audience ts Use This Sategy Because emai oe ht mano srt hase td abel you ‘opened ttre esponcing. Tit your taney nan ora ote, oat lr ok tee thay spk Wen Socureres ge ha heer hy ood to rk cunt report ewatl rr oie te hoy we anraed by os hey th a a ee Seng ype Fretent your asonig slept ep, Gets your Sing pes utiny each concen sey tp. fete easy ‘hay wt tokrow vty orci snp ty tn hon esparance mre hn someone i's fo, Tho/m ganda ka expect omer Tob, on. tie yp AER Rn er RY ae ee i a ‘ate arc of our ropa ‘hay en ba pater ah dt, Tiara yo# ———_Usbsoge no nln to psuide. Sow ta yaw Thesing es make decir basa on bg a abso Proposals on ome pes ay bau by. parce haya ofan wim wh aton. Fedea vee ‘Show it your poposel aos peple-nandsol Fading pat aa vary atu of thr propo ad hot cgunaation as wot a th delve ard cals fsigs, hoy am eympatete and Fara. Ince fe egret. Pacehing type Stow at youeconeinedal te stemabes, _Perehvng tres wa 0b i hy onside athe Dektoracacken ta speck: dae. ‘pene Tey ay pospore coring odour vdgno ine Presa your rcs al dan pss conta natirg ck dais ‘hee are cnr a ron Saar Mate neice porn pte, PP, fo Ka CA tn etn Th NE yl go Ms (ait 0001 CF Arghcevad Fuhr opedctonls phd te pasar wat anActerKecrmmt, | Unite Duig aks | 2 Aap Your Messe [ enamec- rate ini ny ni a Tick, Some busineves admits the Myer riggs Tye Indicator instment as saalltaployeen They find hakreulecen betel Cosette bag yp Seal/or eetoal pak there acorns You be mou pemunave yeu Bly t your auto's stents. Indeed, Zniiny of the jenecl principles of busines communication véfiect We types moa Site to See colon cheng mages Fautigamainrenvupterupeaien detorascl “eee figingypen stad sone 3507 US tmanager oe gg Cling eal ese _ Eiknd Hentedsof nenenly 0% of manages arta pes” ymtatnecand “_ tock 0 ne a Sea: ‘Key hi your Zip cade to learn Psychographie characteristics ate qualitative rather than quantitative: values, aren poyhog anc gowns beliefs, goals, and lifestyles. For example, two familes living next door toeach sors commen nyu" ‘other might make about the same amount of money and each have two chil- nosh orbnat ‘dren, But one family might save every possible perny for college and retire- ‘meat, taking inexpensive vacations and cooking meals at home rather than eating, out, The other family might spend almost everything they make on clothes, cats, vacations, entertainment, and dinners out. One family might do most things together as a family, while in the other, members: might spend ‘most of their time on individual activities, The families might have different religious and political beliefs Ifyou wanted to persuade each family to do thesame thing, you might need to use different reasons and reader benefits; you would have different objec- tions to overcome. Knowing what your audience finds important allows you to organize information in a way that scems natural to your audience and to choose appeals that audience members will find pessuasive. ‘Many marketers ase the Values and Lifestyles (VALS) profiles developed by the SRI research firm in California, VALS profiles divide US. buyers into eight categories according to their primary motivation, the amount of resources they have, and the extent to which they innovate. For instance, Stivers are ‘motivated by achievement and are relatively low in resources and innovation. ‘These conspicuous consumers try to be in style, even without a lot of money. fl ‘ Innovators, on the ther hand, may have more disposable income and enjoy | v | cooking, and fine food, As Patricia Breman, a senior consultant for SRUCon- |) sulting Business Intelligence, points out, Innovatorsmay be an excellent larget ai Barahndis now asic market for upscale grocery stores.” ‘reskin eh The other VALS categories are Thinkers, Believers, Achievers, Experiencers, Wack oso of bess, Makers, and Survivars. Ire Tne rte ' aap bt poet sad 1 Researcher Mary Modahi’s survey of 250,000 households found that online Manage but sole si buying depends not on demographics such as ageand Zip code but on psy- Seda sui tea ore chographies: the consumer's attitude toward techuology along, a continuum fron profoundly suspicious to “eageny accepting” Sexiness past Behavior Seta How people have behaved inthe past often predicts how they nee Tae future. For example, examining records af customer purcha: yung wr thx pa ot gerhut that customers who moved made laege purciases of furniture and dec- vara Wat you cod wn Crations. Fingerhut developed a “movers catalog" filled with products likely 3! wbshenant Basar {o appeal to this group—and saved money by not mailing other catalogs to wenn emu Ath this group right afer they moved." Serco chee nero. nalyzin Organization: save ag vs Re, Your onder's reaction is afected not only by his or her personal preferences evox arson 0 and feelings but also by the discourse communities to which the reader 19627 bolangsand by the organizational culture.Uwoterxeemane | ikoe-bung eves | 2 Aapig You Meas onameaw ‘Sues Conmaniosion: frbcivetessaper tour Aunt arenes ‘aig cet sit 2 UnitOne Gung ccs sto Messages ‘Some aspects of corporate cultre may no longor serve an obvious purpose. “Adan thngi Now ste, ate Al keow satis ou serpent ie” A discourse community isa group of people who share assumptions about ‘what channels, formats, and styles to use, what topies to discuss and how to dliscuss them, and what consfitutes evidence, Each person is part of several course communities, which may or may not overlap. ‘To analyze an organization's discourse community, ask the following, questions: ‘+ What channels, formats, and styles are preferred for communication? Do you write a papermemo, send e-mail or walk down the hal to talk to sarne- ‘one? How formal or informal are you supposed to be? + What do people talk about? What is not discussed? ‘+ What kind of and how rruch evidence is needed to be convincing? Is p sonal experience convincing? Do you need numbers and formal research? Procter & Gamble's discourse community requites that recommendations be just one page. So writers create one-page memos—and then add ns many. pages of “attachments” as they need. In contrast a Silicon Valley company ‘expects recommendations tebe presented asa PowerPoint slide with a triangle trill ee wonda andind i ‘An organization's cultureis its values, attitudes, and philosophies. Organi zational culture (or comporste culture, as itis often called; »> Module 3) is, revealed verbally inthe organization's myths, stories, and heroes and nonver- bally inthe allocation of space, money, and power. The following questions will help you analyze an organization's culture: + What ate the organization's goals? Making money? Serving, customers and clients? Advancing knowledge? Contributing to the community? + What docs the organization value? Diversity or homogeneity? Indepen- dence or being a team player? Creativity or following, orders? + How do people get ahead? Are rewards based on seniority, eucation, being, well-liked, making technical discoveries, or serving customers? Are rewards available to only a few top people, or is everyone expected to succeed? ‘+ How formal are behavior, language, and dress?| ceatptn You teste ‘onobecaw ‘eeu futons ema 08 Module 2 Aten Your Moston 10 Your Auonco. 8 “Two companiesin te sme field may have very diferent cultures. To compare corporate cultures, Cecilia Rothenberger reviewed how Iwo executives described their own organizations.’ According to her, Andersen Consulting, which employs, {65,000 people in 8 countries, values compencation, bonuses, pestge resources, and rewards; the 35-person Creative Good firm values communication, velation- ships creativity and groveth. Researcher Jennifer Chetman found that new hres vey hs ery ‘who “At” acompany’scutute were more Hkely tstay with te ob he more pro E88 8ecca tm oh dluctive, and be more salisfied than those who did nt it the culture. een ierus Organizations can have subcultures, For example, manufacturing and mar Yeps'aedepataer ot keting may represent diferent subcultures fn the seme organization: workers fonaeeanies nay dress differently and have different values. : : “Jou can learn abcutengoriztionalcolture by alserving people and by li. SURE ewe ome tening to the stories they tell. Heme are two of the stories Nike's leaders tell. nwateMan 0 Story tesson Coach Bowerman (canary cotoundey) Nie commit to aceon, teed os tn end ter org. Shoes, Soha wert Me wosshop and our tbr th may wa on To ‘Stee Filner ar ater he commtet ttiong let ‘cp lounder woved fo marunang frees sp and to got baterpercming element You can also learn about 2 company's culture by looking at its Web site. Many companies try to describe thet cultures, usualy as part ofthe seetion on employment. Now that | have my analysis, what do | do with it? > Use it to plan strategy. organization, style, document dasign, and visuals Ifyou know your audience well and ifyou use words well, much of your audi cence analysis and adaptation will be unconscious. If you don’t know your audience or ifthe message is very important, take the time to analyze your Audience formally and to revise your draft with your analysis in mind. You can adapt your message's strategy, organization, and style to meet the audience's needs. For paper or electronic documents, you can also adapt the document's design and the photos or illustrations you choose. ‘+ Make the action as easy as possible + Protect the reader's ego. + Decide how to balance logic and emotion, what details to use, and whether to-use a hard-sll or soft sell approach based on the specific audience, the ‘organizational culture, and the discourse commen. + Choose appeals and reader benefits that work for the (> Module 8), ‘+ Modules 7, 11, and 13 will show you how to eryphasize positive aspects, decide how much information to inelude, and overcome obstacles. fie audience Organization + Because most managers are intuitive types, Ws usually better to get to the point right away. The major exceptions are0 Unit One buling Hock Etectne aseges x, R. Instant Replay. Discourse Community, (ove otgocpe who sha Sesumpsons eat a han os ona nes ie woes to dacs fl to sos th B. Instant Replay Organizational Culture do orgatzation’s clr is fe veues ae. pitocapioe Ogata ula er eorporat culture Sete ao clo eros Sebaty inl ogurictars ‘ye tofoe andro sed ‘oral ht stocalano! {ono yout mas, cx ria ne sacking ethics om Na Redrpe a0Para ‘oe a thie + Whon we must persuade a rhuctant reader + When we have bad news and want to Tet the reader down gradually. ‘+ Make the organizational gattern clear to the audience. Modules 9, 23, and 24 show you how 10 use headings and overviews. Module 20 shows how to use overviews and signpests in oral presentations. style “+ For most audiences, use easy-to-understand words, a mixture af sentence lengths, and paragraphs with topic sentences (® Modules 15 and 16) + Avoid words that sound defensive or arrogant. * Avoid hot buttons or “red-flag” words to which some readers will have an immediate negative reaction: crime, i-American, crazy, fnidamentalst,fib= ral + Use the languagels) that your audience knows best In Quebec, messages are ‘normally presented both in English and in French. In the Southwest United ates, messages may be ros effective printed in both English andl Spanish. + Use conversational, nat “academic,” language. Document Design * Use lists, headings, and @ mix of paragraph lengths to ereate white space * Choices about format, fcotnotes, and visuals may be determined by the ‘organizational culture or the discourse community. + See Module 5 for advice zbout effective dacument design, Photographs and Visuals + Use bias-fee photographe. + Photos and visuals can rake a document look more informal or more for pal. Think of the ditterence between cartoons and photos of “high art.” jome cultures (c., France, Japan) use evocative photographs that bear fit- tle direct relationship to the text. Most US. audiences expect photos that clearly relate to the text, What if my audiences have different needs? > Focus on gatekeepers and decision makers. When the members of your ausdience share the san level of knowledge, yout can use the principles outlin readers or for members of homogenous groups. But often different members of the audience have different needs. forests and the sameLoctersicouunt: | vito Bedng Bie | 2 ‘omen lar etie Menges a Your Aare Coops 208 pane or utd ute Saige vahiabo divng iro, anabieg Sun When itis not possible to meet everyone's needs, meet the needs of gate keopers and primary audiences first Content and Choice of Details + Provide an overview or executive summary for readers who just want the main points, + Inthe boxly of the document, pravide enough detail for primary audiences, aand for anyone else who could veto your propos + Ifthe primary audiences don’t need details that ather audiences will want, provide those details in appendices—statistical tabulations, earlier reports, and so forthOrganization + Use headings and a table of contents so readers can turn tothe portions that interest them, * Organize your message bases on the primary ausdiences’ attitudes toward it Love! of Formality + Avoid personal pronouns You ceases to have a specific meaning when sev- eral different audiences use a document. + If both internal and external audiences will use a document, use a slightly more formal style than you would in an internal document + Use a mote formal style when you write to international audiences. Use of Technical Terms and Theory + In the body ofthe document, assume the degree of knowledge that primary audiences will have. + Put background information and theory under separate headings. Then eaders can use the headings and the table of contents to ead or skip these: sections, as their knowledge dictates, + If primary audiences will ave more knowledge than other audiences, pro vide a glossary of terms, Early in the document, let readers know that the glossary exists. How do | reach my audience(s)? ) npertant massages iy regi rile chants. cinco inne ay + Speed » fecorcy ef raaniion Cost + Nanierot menage artist * Namber ef peopl reached Piercy + Ability to promote goodwill Deperaing cn it urease, weal ni Suan oi cari ay beer arora ‘Rvoriten messge makesit easier to ‘+ Present many specific detils oF law, policy, or procedure «Present extensive or complex financial dat + Minimize undesirable emotions, ‘Messages on paper are more formal than e-mail messages. E-mail messages fe appropriate for routine messages to people you already know. "usually beter for someone to whom you're writing forthe first time, ‘Oral messages make it easier to Answer questions, resolve conflicts, and build consensus. ‘= Use emotion to help persuade the audience. + Get immediate action oF response. Focus the audience's attention on specifie points Modify a proposal that may not be acceptable in its or pal form. Scheduled mectings and orcl presentations are mote formal than phone calls ‘or stopping someone in the hal,T anton vortasaae | er tans htt nes ertotie Massager ‘eins aniston: ‘etieg ren Si ‘ote Mt opens, Module 2 Auacing Your Mosca fo Your Audence 38 Important messages should use more formal channels, whether they*re oval ‘or written, Oral and written messages have many similarities. In both, you should + Adapt the message tothe spevific audience. {Show the audient members hw they Beef fm the ide, pli or product (o> Module 8) Overcome any objections the audience may have Use youratituide and positive emphasis (» Malules 6 and 7), Use vistas to clarify ar emphasize material (@ Moxlule 25) Specly exally what the audience should do Even when everyone in an organization has access to the same channels, different discourse communities may prefer different ones. When a university updated ts employce benefits manual, the computer scientists and librarians Wanted the information online. Faculty wanted to be able to read the informa tion on paper, Maintenance workers and carpenters wanted to get answers on. voice mail!" The bigger your audience, the more complicated channel choice becomes because few channels reach everyone in yout large: audience. When possible, tuse multiple channels. Also use multiple channels for very important mes- sages. For example, talk to key players about a written document before the meeting where the document will be discussed. + “The primary audience will make @ decision or act on the basis of your message, The secondary a may be asked by the primary audience to comment om your message oe to implement your idea after they've bheen approved. The initial audience routes the mes- sage to aher audiences and may assign the message. A sgatekeeper controls whether the message gets to the Primary audience. A watchdog audience has pobtical social, oF economic power and may base future action: ‘omits evaluation of your message. + Arsender goes through the following steps: pereeption, merpretation, choice or selection, encoding, trans mitting the message through a channel. The receiver perceives the message, decades interprets it, chooses 2 response, encodes the sponse, and transmits it The {message transmitted tothe original sender is called feedback. Noise s anything that interferes with com- :maication; it an be both physical and psychological “Miscommunication ean occur tevery pointin the eom- ‘uication proces. + Channel overload occurs when a channel cannot hare deal the messages being sent. Information overload ‘cers when the reclver cannot process all the mes sages that arsive. Hoth kinds of overload require som: sort of selection to determine which messages wil b> sent and which ones will be attended to Summary of Key Points Common sense and empathy are crucial to. good audi- ‘ence analysis AA discourse community & a group of people who shave assumptions about what channels, formats and styles to use, what topics to discuss andl how to discuss them, and what constitutes evidence An organization’ culture i its values, attitudes, and philosophies. Organizational culture is revealed ver bully in the organization's myths, stories, and heroes tnd nonverbaly in the allocation of space, money, and power When you write to multiple audiences, use the pr- mary nudience and the gatekeeper to determine level Df detail, organization, level of formality, and use of {echnical terms and theory. You can adapt your message's strategy, organization, and style to meet the audience's neds. For paper oF ffectronic documents, your can alia adapt the do rment’s design and. the photos oF illustrations you choose. The best channel for a message will depend on the audience, the sendce’s purposes, and the situation. CChanne! choice may be shaped by the orgonizational culture ‘When you communicate ta big audience or about an important topic, use multiple channels.twatertesmowe | Yator:taldon ets | 2.Atping Yuen Duane Commrneston terete Mara gt hits 4 Unit One sutr Hoss Ete assann6 Assignments for Module 2 Question for Comprehension 2.4 What ar the five kins of audiences? 2.2 What are ways to analyze your audience? Questions for Critical Thinking 24 Why do internal audiences, especially your boss, sometimes fee! more important than primary audi ences outside your organization? 25 What are your options if your boss's eriterla for a document are diferent than those of the primary audience? 26 Emphasizing the importance of audionce, mar eters frequently say, "The custemer isin contro.” Exercises an Problems 28 Identifying Audiences Tach ‘ences as initial, gatekeeper, swatehlog 1, Russell, Sanjay, and Teresa are planning to start business that wil run soccer camps for Young: ters after the three have earn thee mast degrees. They have developed a business plan and are geting ready t enter iti a competition sponsored by a prestigious university. Judges from the business community and the univ based on their oral presentations and weitten plans, The winners receive a cash prize plus an ‘capital Gems, which specialize in helping to sity faculty will offer feedback toall the ‘opportunity to ell del ia to seve finance star up companies. 2, Carmale hopes to get franchise fora casual dine rant She will need t fill out an appica- tio with te corporation ancl also show that she thas secured ala for the balance of costs to build ing rest the restaurant 129 Choosing a Channel to Reach 2 Specific Audience siness, government agency, oF ‘nonprafit group has a produc, service, er program tengeted for eaeh ofthe following audiences. What ‘would be the best channel(s to reach people in that wl reach all, Suppose that your [group in your city? Would Uhat cha [group members? 1. Commuters 2. Leernet bulletin board users 5. Retire pilots 23 Wha ofthe following situations label the audi- mary, seconds, oF ons 28 Ure ways lv acapt your message to your audience? “To what extent do you fel in contol asa customer, student, acltizen? What actions could you take to reuse Your conieol? I you are employed, which aspects of your organi- zalion’seulture match your ov wates? What kind ‘of culture would you like to join when you are next fom the ob market? 5. Pl works fr the mayor's office in a big ity. As part of a citywide cost-cutting measire, 2 blue-iblon panel has recommended routing employees who work more than 40 hours in a ‘week to take compensatory time of rather being paid overtime. The only exceptions will be the police and fre departments. The mayor tsks Paul to prepare 2 proposal for the city counel, which will vote on whether to imple: tment the change. Before they vote, council ‘members wll hear from (1) citizens, who Will have an opportunity to read the proposal and ‘omminicate their opinions to the ety council @) mayors’ offices in other cities that may be asked about their experiences; (3) union repre= sentatives, who may be concerned about the ‘ection ncome that will ceri the proposal {s implemented; (4) department heads, whose ability to schedule work might be limited ifthe ‘Proposal passes; and (5) the blue-ribbon panel and good-goverament lobbying groups. Coun: ‘members come up for relection in six months 4. African Americans 5. Police offers 6, Asian-American voters 7. Outdoor enthusiasts 8. Financial planners 9. College freshmen 10, People thinking about a second cancerUectertacomamt: | unto Onvagaecs | 2Adnnnn Yar Messas - lero Mesopes teens Feurthoe Te tenet Censi 29 Moduso 2 Paping Your Message 10 Your Auonco 9 2.410 Convincing Your Organization to Allow Hlex-Tire for Students an ‘Your orgonization hasa generous tulion relmbusse sent program, but currently employees must take classes outside of regular business hours. You've noticed that many classes you want or need at the local univers evenings and weekends. Ifa class is already ful ‘or you have another commitment, you often have {o-wnit months before a seat is avaiable. Your co: ‘workers are similarly affected. "You plan to wite memo to upper ma describing. your solution: Rextime for fall-ime temployees going to echool. Your solution would allows employees to reschedule up to ive hours each ‘week to take classes during wrk hours. Employees ‘ould make up hours in the mornings, evenings, o¥ weekends and could only reschedule hours if meet ings and alher work-related daties dont conc, Many college students earry high balances on ced sands in addition to student aid ca loans. You wan {remind students on your compas to use ced cards responsibly. (See Problem 1215) “Answer the following questions about students ‘om your campus. + What socioeconomle groups do students on your campus come fom? Do stents on your campus frequently recive creditcard solictations in the mail? Do groups Announcing Holiday Diversity, ‘Tobetter respect the religious and ellie diversity of yer employees, Your organization will now allow temployees to take any 10 days off. (Se Problem 110) Any religious, ethic, or cultural holiday is seceplable, (Sameane who wants to take ofF Cinco de ‘Mayoor Bastille ay can oso.) As Viee President: ‘Human Resources, you reed to arene te py Pick a specific organization you know some- thing about end ansiver these questions about it + What efigios and ethnic grmps do your employ: ‘es come fron? + How much do vatious groups know about each others’ holidays? Sending a Question toa Web Site Senel a question or other message that calls for a response aa Web site (Se Problem 1815) You could + Aska question about a product. Students to Use Credit Cards Responsibly Pick an organization you knove something about and ansver the following questions What is the purpose of the tition reimbuese- ment program? How do employees bench? How does the orga nization benefit? ‘Wal cost the company to offerfex-ime? money or lost effclney What obstacles must be overcome regarding organizational culture? Hw will employee schedules be tracked? Who will be responsible? How would you deal with the objection that templlayees could take distance-leamning courses, sich a those offered nthe Web? ‘What isthe company’s competitive position? Tait rowing? Shrinking? set up tables or booths inviting students to apply for credit cards? What resources exist on campus oF in towa for ‘people who need emergency funds? For people ‘who ate overextended financially? What channcl will best veach students on your campus? What tone will work best to reach the students who are overextended and really need to vad the document? What is the general climate fr religions and eth nic tolerance? Should the message have a sec- ‘ondary purpose of educating people about lese-common holidays? fs your organization open every day ofthe year, ‘oF will you be clased on some holidays (e Christmas, New Year's Day)? It an employer cthooies lo work om a day whew offices oF facto- ‘es are closed, what should he or she do? Work et key? (Howe? From whom?) What kinds of work could a person working, alone most profitably do? at home? Apply for an internship or ab (assuming you'd really ike to work ther). Ask fr information about an internship or ab,2.15 Analyzing a Diseo Froerxaciank: | uatanoniding Sets 2.AdpigYoutesene | ‘aYourfotinee Few ion 38 Unt One ung locks for Eectve Messages + Aska question about an organization ora candi date Before you donate money or volunteer. + Offer to volunteer for an organization or a candi date. You ean aero do something smal an on time (eg, spend an alernoon sting envelopes, put up a yard sign), or you ean, f you want to, fer to do something; more time-consuming leven ongoing Pick » specie omgonization you might use and answer these questions about i. 2.4 Analyzing, People ia Your Organization 1. Analyze your su + Does heorshe like short or Tong explanations? + Does heorshe want iohear about ll the prob tems ina unit or only the major ones? ow impentant are punctuality and deodines? ove wel informed about a project does he for she wish tobe? + Is he or she more approachable in the morn- {ng oF the afternoon? + What are your supervisor's major hassles? her workers in your organization. + Is work “usta job” or do most people rally cane about the organization's oaks? + How do sworkers fect about clients or mers? 2 Analyze ‘+ What are your co-workers major hassles? se Community Analyze the way a group you are part of uses lan age, Posible prope include = Work teams + Sports teams ‘+ Honor organizations and other servie or social pea ‘+ Churches, synagogues, emples, and mosques + Geographic or ethnic groups + Groups of friends (Questions a ask include the following: + What specialized terms might nat be knoven to outsiders? + What topics do members talk or write about? What topics are considered unimportant or improper? ‘+ What channels do members use to convey messages? Temetction-ti orp 08 + Docs the organization ask fr questions or offers? (Or will yours “come out ofthe blue"? ‘+ How dificult wil itbe forthe organization to sup: ply the information you're asking forortodo what {you'e asking it to do? If you're applying for 30 {ntemship or oferng to volunteer what skills can you offer? Hove much competition do you ave? + What can you do to build your own credibility, 0 that the organization takes your question or request seriously? 3, Analyze your customers orclents + What attitudes do they have toward th ‘organization and ils products or services? + What ate thei major hassles? + Do education, age, or other factors affect the way they read? As Your Instructor Diets, 8, Write a memo to your instructor summarizing ‘your analysts . Discuss your analysis with « small group of students Present your analysis orally tothe class Combine your information with classmates information to present a collaborative report comparing and contrasting your audiences at work. ‘+ What forms of langage do. members use to build goodwill? To demonstrate competence or suaperiviy? 4+ What strategies or kinds of proot are convincing tomembers? ‘+ What formats, conventions or les do members expect messages ta tllow? As Your Instncior Dives, a, Share y students rests orally with a small group of ». Present your results In an oral presentation to the class «Present yourresullsin.a mem to your instructor 4. Share your results in an email message 0 the clas. Share you with 9 small group of dents and verte joint meme reporting the sin Hariies and diferences you found,‘Business Cmmiesin: —fortluctetlearaer Your adece lng oa shi 2.16 Analyzing an Organization's Cultur 247 Interview several people about the culture of cheit “onganivaton. Possible organizations include + Work teams = Sports teams = Honor organizations snd other service or social groups 1 Churches, synagogues, temples, and masques + Geographic orethnie groups + Groups of trends (Questions to ask include those in this module and the following 1 Tall me about someone in this organization you admire. Why is heor she successful? 2, Tell me about someone who failed inthis orga nization, What did he or she do wrong? Analyzing the Audiences of Noncommercial Wet Pages, “Analyze the implied audiences two Web pages ot tro noncommercial organizations with the same purpose (combating hunger, improving, health fntluencing the politial process, ete). You eoulé pick pages of the national organization and 310s) aiiliate, or pages of two separate organizations ‘working toward the same general goal Ansveer the following. questions + othe pages work equally wellforsurfersand for ‘people wh ave reached! the page deliberately? + Possible audiences include current and potentia volunteers, danors, cients, and employees. Do the pages provide material for each audience? Is the material useful? Complete? Up-to-date? Docs new material encourage people to return? + What assumptions about audience do conten: nd visuals suggest? Comma Splices In filmmaking editors sli or connect, v0 segments 0! im with tape tocreate one segment. comm splice oc ‘when writers try to ereate one sentenceby connecting twe Corres Com races wth only a comma We shipped the order on Tuesday. It areived ‘on Wednesday. We shipped the order on ties ‘on Wednesday. (comma spice) arrived sna splices are almost always inappropriate in bush ‘communication. (Poetry and fiction sometimes use ‘uston:utensioes | 2 Aden You es Tonemsonnn | Cai 200 Module 2 Adptng Your Message to Yor Aufonce 37 23, What coremonies and rituals does this organiza tion have? Why are they important? 4. Why seould somicone join this group rather than ‘competitor? ‘As Your Instructor Diet, 9. Shake your results orally with a small grap of students, '. Present your results in an oral presentation to the clas «¢. Prosent your rsultsina memo to 4. Share your results in an email message tothe class. instructor «. Share your results with a small geoup of students ‘nd write a joint memo reporting the simaetes ‘nd differences you found. *+ Can you think of ways thatthe pages could bet tersenve their audiences? As Your Instructor Dives, «8 Share your results orally with a small group of sfudents, b, Present your results in an oral presentation to the dass. «Present your results n a memo to your instruc to. Attach copes of the Web pape. 4d, Share your results with a small group of stu dents and write a joint memo reporting the sim: ilarites and differences you found, ‘6. Post your results in an e-mail message to the class, Provide inks tothe two Web pages. Polishing Your Prose & ‘comma splices to speed up action oF simulate dialect; some sales letters andl advertisements se comma splices forthe same effect, though not always: ix a comma splice in one of four ways: cessfully) i the ideas in the sentences are closely related, use a semicolon: We thipped the order om Tuesday; it Wednesday. ‘Adi a coordinating nojuncton (uch as and, or bul We shipped the order on Tuesday, and it arrived on Wednesday. ved oneiner Common: terface Mestger Fourth Ee {38 Unit One Bulg Bock fr Eoine Mesag ake the incorrect sentence into two comect ones We shipped the order on Tuesday. It arrived on Wednesday. 44. Subordinate one ofthe clauses: 'ecause we shipped the order on Tuesday, i arrived ‘on Wednesday erence Fic the comma spices in the follwing sentences. 1. The memo i on Colleen’s desk, i's from Joading dock manager. 2. We nced to get to the mocting 2% soon ax possible, it started at 1. 13, Though Lsent i arésomé, have yet to hear from the Broaklield Company. T © Teresa 4 Many people came to the reception, more shoved up ‘when the evening program began, 5. I spent the day reorganizing the fils, they’ eranged chronologically. 6. The email system is being upgraded, until the work fs completed, se other means to contact Your clients called the meeting, i's sched foe 3 PM. lay, April 15 The onder came ia an Friday, check to see if ts been processed yet, please. 9, Your loan check wil be mailed tomorrow it should arrive in three to five business days. ‘Chase asked that everyone stay an hour later tomor- nga eelirement party for Sandy. ‘Cheek your ansicers to the odd-numbered exercises at the back of the book.Mocaeekacmmele | Uotone mating rks | 3 commana Rem Teonenesowan | usinssConmaieaion fertlciveMenoges Gates ese. 08 ‘tang ea Sits, Fourth don Module 3 Communicating Across Cultures To learn how to > Consider diversity as part of > Deal wth eiscriminaion audience analysis > Adapt t ferent expectations in > Begin tobe aware ofthe vals, the workplace betefs, and practices nother > Use bis ree language and cuts, photos. > acome evan more sensitive to verbal and nonverbal behavior Start by asking these questions: > Wat ie “eutre > Are cferences among genera- > How doos cutueafect business tons changing the workplace and communication? how we communicate? > There are so mary diferent cule How cant make my documents twos! How can | tno encugh to biasrou? ‘communicate? | any erganization, you'l work with people whose hae Our understanding of acceptable actions and beliefs. Each of us grows up ina culture that provides patterns of acceptable behavior and belief. We may not be aware of the most basic features of our own culture until we come into contact with people who do things differently. For example, sve ead from leftto right. In some countries, text goes from right to elt or from bottom to top In the United States, new aequaintences often ask, "What do egintator bat ape ou do?” as if our jobs tell people who we are. In many counties, new acquain- 5 ae {ences want to kag "Who k your family? and are ore likey to judge peo onsen tah My pleby their family ties faye rele ov ‘We can categorize cultures as high-context or low-context. \treoinand no wastse + Inhigheonlext calores most of the tnfrriton iid rom hecantent eee ofa message, litle is "spelled out” Japanese, Arabic, and Latin American cul- Arwen on nied cara {ures are high-context. Samia oon re et In Tow-context culture, contests ess important-most information isexplic- fe" We Milde ast acer i teorom iol Alt be ily spelled out: German, Scandinavian, and the dominant US. cultures are evan Ener Ala loww-eontext (oe lar eps. eet ‘peste ton ‘As David Victor points ou, high: and low-context cultures value diferent SEyasofekt being kinds of communication and have different altitudes toward oral and writen SAME ans ec channels (44 Module 2, p. 23) "As Figure 3.1 shows, lov-context cultures favor Sar Mensa “Cran lise uppsonchs. ud Saying ntreonens a dttecormenaiuive Te {eee aes ‘written word is sen as more important than oral satements, sa contracts are Femary20 308,43. binding but promises may be broken, Details matte: Business communication practices in the United States reflect these law-contex: preferences, {Exanpies Joan, Une Arab {Exampce: Crmary, Canada, Erato) {roto sates etaredconmuinton ae Ieee, ota, by hee, centettn, cay fete an wit corn tow 0 feloescnvonetlsigeto cameos Hh ie ryt we ord low tn ferment rade ig Sti tea Ayo rae cay a ete rn dt tow an Sar: pata tr rf Bit Corrine ok: apr 180, U8, 15,160,echo ines Comentaton: fr ace Mestogee angen S| Building a Critical Skill Dealing with Discrimination Dealing with discrimination is nover easy W's generally sccepted that women and racial minorities face the most dliserimination in the United States, though chances are everyone has experienced it in some form. Successfully handling discrimination means derstanding the situ tion andl your options Not Everything ts Discrimination, IBM, ATET, and Lucent Technologies Manager Roland Nolan writes, “As people of color, we don’t have mady access tothe good old boy’ network o to powerful mentors who can give ae lg wp. But te reat i, not all white _maes do, ther" One woman complained that male ents tested he because she is a woman. But another sucess ‘woman pointed out that men test other men oo. Decide on a Strategy. Despite earning outstanding, performance reviews and having tive master's degrees including an MBA, and 3 PAD, Cheryl Green kept getting passe over for pramo- tion ata Fortune 500 company. When she asked why, her boss told hee she might make vice president—if she went back to school “Funderstoad at that moment that twas st geting into the club no matter how many hurdles | Jumped,” says Green Many women and minorities find themselves facing a “glass ceiling” in the workplace that keeps them from ris- ing to levels for which they are qualified. In promotion situations, Green advises people who might face discrim- ination + Ask for honest feedback: + Find » mentor. + Avoid casting youself as the victim, + Be prepared to move on. ‘The experience showed Green that many companies still nro to undoesta the importance of diversity She how rns her oven humancresourees consulting, fim, Green Resource Group. Chart Your Own Path, Arican Americans, Latinos, andl Asian Americans make ‘up only 19% ofthe advertising industry's employees and ‘only 3% ofits management positions, yet people of color represent apprsimately 30% of the US. population and trilions of dolla in buying power. “"Wshand for peopl (oFeotor)ta bein abusiness that i predominantly about white culture,” says Wonla Cheng, who notes that aftr being i the indutey a couple of UisOoedsidingblacts | 3.Conmuicany Aes ‘enaNadn opi 08, 4 Coman Jonas una Scans Marah Gop fades ‘matetrg ca) fipastrear sess seve pars wh ‘fedora group wih cus won neponaig pow ‘SeceTag tm Oe Gs easy ct espa Me 22,102 yeas, “it became painfully obvious that these werce’t [people above a certain level. The bulk of people of calor ‘were administrative assistants or in the mailroom. was disheartening.” ‘She had good experiences but also notes “lal fo work Ihaerat iting into the ndvertising-industy ctor,” ‘Cheng did break the plas ceiling a several agencies but ‘liatey eft to found Asia Link Consiting Group, which specializes in multicultural marketing ad esearch, ‘Take the High Read. When Tiger Woods heard of friend and Golf Channel anshoe Kelly ighman's bizare comment about him due= {nga national broadcast, the sports legend ised a state ment that he felt she meant no harm. Woods, whose hhestage includes Asian, African, and European anecstry, pea en the mealia frenzy surrounding Tilghman and her “lynch hin remark, noting, "We all say things we do regret, and that's certainly a moment she does regret” Tighman did not eseape unseated. Tn addition to public cembarrassment, she Was suspended from her job. Som rt {nj ww orton ort fas 43705, 14 ‘Agta oc “Adapting Chang” Davee Sint 2 ge Ta Cre lan gr Cer ony 3a mite awn PEAS.ing rien ‘onan Coin 18, How does culture affect business communication? > in every single aspect! Culture influencesevery single aspect ofbusi- ness communication: how ta show politeness and respect, how much information to give, hhow to motivate people, how loud to talk, even what size paper t use ‘The discussion that follows focuses on national and regional cultures. Hut business communication is also influenced by the “organizational culture and by personal culture, such as yender, race and ethnice ity social class, and so forth. As Figure3.2 suggest all ofthese intersect to deter ‘mine what kind of communication is needed ina given situation. Sometimes one Kind of eulture may be more important than another For exarype, ina tidy of aerospace engineers in Eatope, Asia, and the United States, researchers John ‘Webb and Michael Keene found thatthe similarities ofthe professional discourse community outweighed differences in national cultaes A ‘Values and beliefs, often unconscious, affect our ressonse to people and situae tions. Most North Americans, for example, value “faimess.” "You're not play- ing fair” & a sharp eriticism calling for changed behavior In some countries, however, peaple expect certain groups to receive preferential treatment. Most North Americans accept compelition and believe that it produces better per- formance. The Japanese, however, believe that competition leads to dishar- mony. US. business people believe that success is based on. individual achievement and isopen to anyone who excels. In England and in France, suc- ess is more obviously linked to socal elass. And in some counties, people of some castes or races are prohibited by law from full participation in society. ‘Many people in the United States Value individusisin. Other countries may value the group. In traditional classeooms, U.S. students are expected to eom- plete assignments alone; if they get much help trom anyone else, they're cheating.” In Japan, in contrast, groups routinely work together to solve problems Inthe dominant US. culture, quiet isa sign that people are working In Japan people talk to get the work done" Values ancl beliefs are influenced by roligion. Crrstianity coexists with a view ofthe individual as empowered to make things happen. In some Muslim andl Asian countries, however, itis seen a8 presumptuous to predict the future by promising action by a certain date. The Puritan work ethic legitimizes ‘wealth by seeing it asa sign of eivine favor. In other Christian cultures, a sina pler lifestyle is considered to be closer to Gad. “These differences in values, belief and practices lead to differences in what kinds of appeals motivate people. See Figure 33. Nonverbal communication— communication that doesn’t use words—takes place all the time. Body language, the size of an office, or how long, someone keeps a visitor waiting—all these communicate pleasure or anger, friendliness ‘or distance, power and status, Figure 9.2 National Guture, ‘organizational Culture, and Perconal Culture Overlap Tre. Cons pects int ‘nnaicare wl pay dou n Pads, ton 48 1 63, Thins ree om 18541021 and ean notes vt icansa on 12% to 10%. Ws desea ro 8.1% 10 Site, Atos woes tema 10 59% hore cows to cite, Fermstence. Papa Aion ‘sou comes avor er ing oan a Spi ood Iti sot com Mosean harolte, an gaat te cram Sane Gr Cane ‘aes Nee 5, lan instant Replay ones Hah Cat Inhlgh-contnt eutures, ‘most ot eaten ‘ard to th nt ot iressge te spaodet” corto lee tpt ete otCater Cea 03 44 Unit One (sing tac er Eetne Messages Crecnn United stats | aoan ‘nab Counties "notion appoa prota Spear company, Rayon nnn, ocean bed on eb achive io sltvanent och tte tae of chssreocoy Mtl ts ‘Say bonus pot sting —munborus saci senicer; Git forslllanty; aly hrgoberate este toss Losealgoupmanbutiy ——Danoton ssf oputaion ‘ete corrector: rektakng; Grup hameny;bcnging Rept tanks, trot gon Scellanis and be Nar AARe ania HP Ae i foal Bese Stes nen 15 1, Nonverbal signals can be misinterpreted just as easly as can verbal symbols (words), A young woman took a new idea into her boss, who glared at her, [brows together it a frown, Module 11) and make requests (> Module 12) more “ae. Cemoteon Jedinosiag NECAG anigros ownay ose easily ape Mackie | yee cage Stralegy when you write interationaleaders Make a spedal ort toaveut Menplatgrata pisses tht could be seen ae arrogant or uncaring, Cultural mistakes made Patrterexroan/ ae bnlly floataway on the ai those made in writing at permanently recorded, Art barat crea Spr eran oes | he Fe ear There are so many different cultures! Geerenemere: How can | know enough to communicate? earhan Sand tor > Focus on behng sensitive anc foxbte, mm oat cc “The rst step in understanding another cultureis to walize that it may do things very differently, and that the difference is nat bad or inferior. But people within Sane canes auton single culture differ. The kinds of differences summarized in this module can #01" "Skin turn into stereotypes. which can be just as damaging as ignorance, Dont try tonen Cannon: ‘ung re Sis. 52 Unit One Buking Boe Dora cat oo pec sp fas. Morya oe fit ht pcre arn oho #0 1? | Ae ees it Saocen et aes Cone pelea reams: See eine oie Sole eee See Ss fete coaein anaes Soe Soe asta See ‘ne ose Comair "vee {En dren Dens 1B lorstwmsaaiecana ‘enone tenes ‘Sconavees ost oy ora aera ech bry 5, ome crower ten adon So re ‘wat Homa Tn Fou Tanne A ‘Wt doe: Bung Bis | 3.Conmaninig Actos nett forlatie Memapes Clare wars. 00 ects Messages memorize the material here as a rigid set of rules, Instead, se the examples to geta sense for the kinds of things that differ from one cullute to another Test these generalizations against your experience. When in doubt, ask If you plan to travel to a specific country, oF if you work with people from other cultures, read about that country of culture and Jearn a little of the language. Also talk to people ‘That's really the only way toleagn whether someone is wearing black as a sign ‘of mourning, as a fashion statement, or asa color thal slendesizes and doesn't, show diet, ‘As lrenda Arbelivz suggests, the successful international communicator is + Aware that his or her preferred values and behaviors are influenced by cul ture and are not necessarily “right.” lexible and open to change. Sensitive to verbal and nonverbal behavior. ‘Avvare of the values, beli’s, and practices in other cultures Sensitive to differences among individuals within a culture. Are differences among generations changing the workplace and how we communicate? ) According to some observers, yes. Baby Boomers and Millennials, sometimes called Geneeation ¥ or the Inte inet Generation, have made headlines in recent years, clashing, over such issues as appropriate cre, shies, hierarchies, expectations and respensive- ness in the workplace, Havethe conflicts ben blown aut of proportion? Per- haps. Friction among members of generations can be found throughout history. But corporations have gone so Far asta hire consultants to sort things cout, and billions of dollars are spent annually nove to help accommodate and motivate employees. Have America’s two largest generations. are able to resolve their differences, kal or perceived, has profound implications for Changes in the workplace While soe Millennials sake dheie heads at Baby Boomers! mandates that camplayces start at entry-level jobs or work well beyond 40 hours per week, sone members ofthe older generation lament perceived impestinence, poor cmmuication kil and hat consultant Bruce Tagan refers to as Zell fsteom on seroids."" Differing values may be involved, too. According, toa Pew Research Center poll, 8% in Generation Y say being vich is their most important life goa. OF Millennials’ strengths, including optimism, confidence, enthus organization, and goal orientation, their greatest may be with technology. No {generation hos ever been a8 plugged in as the Millennials, who are accom Plinhed! mullitaskers, 20 i's probably unserprising that a Deloitte Consulting, Study found that 84% text message, 62% walch YouTube.com and similar sites, and 56% create their own eniertainment.* Accordingly, supervisors igo “snail na,” voi or even e-mail messages to contaet Millen bial employees may find Wey'ee belle off texting or adapting newer tech nologies, and vice versa" Unie significantly smaller Generation X whoseV xeommuiaigacnse | ‘enettana ope 708 also-tech-savyy members were born after the Baby Boomers but before the Millennials, Generation Y has a reputation for wantiyg to work in peer groups and with close direction from supervisors, much to Ave chagrin of co-workers Valuing autonomy. Workstations that allow face-to-face communication, “opportunities toaccess social networking sites like Myspace.com, and increased ‘use of mobile technologies, such as iPods, laptops, af cell phones, are altrac- tive to many Millennials In the same spirit, groater attention to detail, especially when it comes to wrt ing, may goa long way for Millennials in impressing colleagues and supervisors: ‘+ Read cften to enhance literacy. {Edit for grammar and proafread for spelling (> Modules 14-16). + Avoid e-mail abbreviations in business correspondence and be mindful of etiquette (> Module 13) + Use the appropriate tone, format, and language for the intended audience (> Modules). + Build common ground when negotiating (»» Module 12 BCS Box, p. 207) Find a mentor or role model to further develop sills and adapt to what the organization wants (44 Module 2 BCS Box, p. 201 ‘As Generation Y has shown great facility with gathering tnformation— according to one survey, of US. adults visiting 2 brary in 2007, 62% were from Generation Y, and 65% ofall patrons used com puters thereto clo Web tesearch”— going deeper while analyzing the credibility of infyrmation, especially from te Intemet, would also be advantageous. ‘As stated earlier in this module, people are individuals as much as they are members of groups, and for many Millennials, Gen-Xers, and Baby Boomers, intergenerational conflicts are nonexistent. Ifyou do sense tension, though, be flexible and think bout the situation from the other person’s point Df view (e> Module 6 BCS Box, p. 101), That's {good advice for any generation. How can I make my documents bias-free? )- Start by using nonsexist, nnvackst and nonagis language Bias-free language is language that does not disce minate against people on the basis of sex, physical condition, race, age, oF any ather category. Bias-free language is fairand friendly; it complies with the law. It includes all readers; it helps ta sustain gandwill, When yau produce news etters or other documents with photos and illustrations, choose a sampling, ofthe whole population, not just part oft 1 language treats both sexes neutrally. Check to be sure that your is free from sexism in four areas: words and phrases, job titles, pro nouns, and courtesy titles, Courtesy titles are discussed in Module 9 on format Words and phrases, jab tiles, and pronouns are discussed in this module. Nonsexi ‘Words and Phrases I you find any of the terms in the fist column in Figure 346 in your writing or your company’s documents, replace them with terns from the second column. ‘sar tothe Natal ‘ot et Ease, ey 6 het have Ft apart oF guaran we: ‘ara ose probit cl loge. Wl ty somtimes ‘anand "cptr pets te histo wo were roe ‘ao wih eery eset ot Ia exlagenpmtonce then ‘os Ta ehcp snowed no fedora ol er rae ‘wma nic eho wth ‘rhode pay td or grads an hase ‘shows pret wor rot 0 rote See: “scol Part ice ca eS Tons be dod Facto 2mcts | acommieniatces | enemtanat | nines Comminicinn: forteaveMesaes Ga Caen 08 Bing een Sa, {54 UnitOne fusing Hacks er Etta Moses co Instead of Use TregiMatthe Yor! Thewomantnarecr Calta erloyce woman yu cal dee [Rbitb: Ws. tounge enpoyes man Wen you ek out “Fa ‘heresepon” specie worn as hr ar nt You ue 2 Isr tak abou aspect ra Tolsdas on our Thewomencn ours Use pa teri les a ari tit Tor se lade o yuo ees ‘nyourstl epson, Farts, Shostorl anche wor a bse argon Pazera ‘he power buses tad neste both ato Hous ar waar hows women and men. you ecateapen At Mening Siig Tre, Daartert ol brs sicon st Nereomor fara you auc th Uta Mn you tsb te Canzone anevar 2a none ‘tomatoe orapw ard hee Managers ans mer Managars maybe eral: ot vee whee eae res Notevery word containing man is sexist. For example, manager isnot sexist. “The word comes from the Latin mars, meaning han; thas nothing to do with maleness, ‘Avoid terms that assume that everyone is marred or is heterasextal Site to See Biased? You and yrs Goto Better: You and your gust sven tavang com date lng Job Titles Irate ae Use neutral tiles which do rot imply thata job is held only by men or only by women, Many job titles are already neutral: accountant, banker doctor, engineer, inspector, manager, nurse, ple, secretary, technician, to name a few. Other tiles, reflect encler stereotypes and need to be changed. BQ flect gender stereotype ed r if “a Instead of Use Businessman Aspecifictitle- executive, accountant, department head, ‘wine ofa small business, men and women in business, businessperson Jor ie ane cordially invited to the dinner. corny invited to the dinner, Instant Replay To siensaht rations Ponisi Choteman Chi, chaigperson, maderator ~pamtnane Foreman Supervisor (rm fob Tie Revisions) ator erection Salesman Salesperson sales representative Waitress Server Womantawyer Lawyer + Sonaretowabdandean- Workman Worker employee, Or use a speci tite: crane operator, oe briekhhyer, ee «Dora of hai, ley y Sed practoss note Pronauns + Sanath to daencos When you write about a specific person, use the appropriate gender pronouns fmorg ian ae In is speech, Join Jones sad that Inher speech, Judy Jones sai thatLuctoctacomnk | dakoneSalng sits | 3 ommmiety cee | ‘ete ines Conmension, er HerineMentpes Cater, Conan 8 ‘aig Cet st Module 2 Communictng Aros Cues 55 about a specific person, but about anyone who may be in a given job or position, traditional gender pronouns are sexist. Sevist: a. Each super syst cory thatthe time sheet fr is department is Sexist: b, When the sre fills out the accident report form, he should send one isha Come copy to the Central Division Office ‘urea Woman agus 2516 34 Ttidene write ites Tone rayslaintoancamit pence ymomce ue ear Rn plurals, use second-person you, revise the sentence fo omait the pronoun, and cata to wore have tise pronoun pairs, Whenever you have a choice af hwo or more ways to make Sealgs dpres vera 2 | phrase or sentence nonsexist, choose the alternativethat is the smoothest and often, this grr least conspicuous. ‘anol oxt 10 yar ago. “The following examples use these methods to reise sentences. ‘Secure “rn (ro rena Dari 1. Use plural nouns and pronouns. Seite 208 Nomienist: a. Supervisors must certify thal he ine shits forthe departanents ae corest. Note: When you use plural nouns and pronouns, ether words in the sentence may need to be made plural too. In the example above, plural supervisors have plural time sheets and departments Avoid mixing singular nouns and plural pronours. Nonsexit but a, Bach supervisor mast ceetity thatthe time sheet Tacks agreement: forter erin’ is erect Because supervisor is singular it is incorrect to use the plural Hey to refer to it ‘The resulting lack of agreement is becoming acceptable orally but is not yet acceptable to many readers in writing, Instead, use one ofthe four grammati cally correct ways to make the sentence nonsexist, 2, Use you. Nonsenist 9, You mist certify that the time sheet for your dey Nonsenist: When you fil out an acddent report form sen one apy to the Cental Divison Ofc You is particularly good for instructions and statements of the responsi ties of someone in a given position. Using yor as the understood subject also shortens sentences, because you write "Send one copy” instead of “You should send one copy.” Italso makes your writing more direct. 3, Substitute an article (a, or the) forthe pronoun, or revise the sentence so. that the pronoun is unnecessary. Nunwexih, a. The supervisor must cenfy that the me het forthe departmirt is corre Nomex: b. there will 1 Fillo He ald repot Form, 2 Sene! one expy ofthe foe tothe Central Division onic 4. When you must focus on the action of an individual, use pronoun pairs Nonsexist: a Thesupervisor must certify that the time sheet for his oF her department coreect, Nonsexist: —b. When the nurse fills ut the accident report fem, be oe he should send one copy te the Central Division tice.Leta ema Doty cet ki, Fn aio oncom | lartetve Metager Calne Comptes 08 56 Unit one fuss Hock or Each Mosca: race Many or ase peter oem ‘mateo art choos ‘rergorace > Hoy fetes Otter tome nee ‘ted cea ten ob 0 "tee wo nuovo, ra Mccio oy tO Pa Caunsa se a, Instant Replay Language is nonracist and nonagist when it treats all races and ages fairly, avoiding negative stereotypes of any group. Use these guidelines to check for bias in documents you write ar edit + Give someone's race or age only if it is relevant to your story. When you ddo mention these characteristics, give them fer everyone in your story—not just the non-Caucasian, non-young-to-mmiddleaged adults you mention, + Refer to a group by the term it prefers. As preferences change, change your usage. Sity years ago, Negro was preferred as a more dignified teem than colored for African Americans. As times changed, black and Afra America replaced it, Surveys in the mid-1990s showed that almost half oF blacks aged land olkler preferred hack, but those 18 80.39 prefersed African “American® (Oriental has now been replaced by Asion The term Latino isthe most acceptable group term to refer to Mexican Amer cans, Cuban Americans, Puerto Ricans, Dominicans, Brazilians, and other peaple with Central and Latin American backgrounds, (Latina is the term for fin individval woman.) Better stills to refer to the precise group. The differ fences among various Latino groups ae at least as gevat as the differences, among ltaian Americans, Fish Americans, Armenian Americans, and others descended from various Eucopean groups. ‘Some native people in Alaska accept the term Eskino, but others prefer native termes stch as Init, whic means the people, First Nation people in Canada prefer the termini Oller people and mature customers are more generally accepted terms than seniar citizens or golden agers + "Avoid terms that suggest that competent people are unusual. The state ‘ment "She is an intelligent black woman” suggests that the writer expects ‘most black swamen to be stupid. "He isan asset to his race” suggests that excellence in the race is are, "He isa spry 70-year-old” suggests that the ‘writer is amazed that anyone that age can still move. A disability isa physical, mental, sensory, or emotional impairment that i feres with the major tasks of daily living. According to the U'S.Census Bureau, 21% of Americans currently have a disability; the number of people with dis abilities will rise as the population ages.” + People-first language focuses on the person, not the condition. Use it instead ‘of traditional adjectiver used se-noune which imply that thecondition defines the person. Instead of Use Because The mentally People with mental The condition does not rotarded retanation define the person ar his for her potential nts The blind People with vision impai Cancer patients People being treated for + Avoid negative terms, unless the audience prefers them. Youattitude takes precedence over pesitive emphasis: use the term a group prefers. Peo- pile who lost their hearing as infants, childven, or young adults often prefer tobe called deaf, or Deaf in weengnition of Deafness as a culture, But peopleModule 3 Communictirg rsa Cuties. 67 who lose their hearing. as older adults often prefer to be called hari of hear ing, even when their hearing loss is just as great as someone who identities as part of deaf culture Just as people in a single ethnic group may prefer different labels based on nerational ar cultural divides, so differences exist within the disability com- ‘unity. Using the right term requires keeping up with changing, preferences. your target audience is smaller than the whole group, use the term preferred. by that audience, even if the group as a whole prefers another term, Some negative terms, however, are never appropriate. Negative terms such asoffcted, sieving from, and struck down also suggest an outdated view af any. illness a8 a sign of divine punishment, When you produce a document with photographs or illustrations, check the visuals for possible bios, Do they show people of both sexes and all races? Ts there a sprinkling of various kinds of people (younger and older, people using wheelchairs, etc)? It's OK to have individual pictures that have just one sex oF tone race; the photos asa whole do not need to show exactly 50% men and 50 ‘women, But the general impression should sugges: that diversity is welcome and normal ‘Check relationships and authority figutes as wel as numbers. all the men appear in business suits and the women in maids’ uniforms, the pickures are Sexist even if an equal number of men and women are pictured. If the only blacks and Latinos pictured are factory workers, the photos support racism even when an equal number of people from each rece are shown. Th the late 190s, as Marilyn Dyrud has shown, only 22% of the images of humans in standard clip at files were women, and most of thase showed women in traditional roles, An even smaller percent pictured members of Iminority geoups." Don't use biased lip art or stock photes: create your own bias-free illustrations Summary of Key Points + Culture provides pattems of acceptable behavior and belies. ‘+ In high-context cultures, most of the information & ‘inferred from the context ofa message litlesexpliitly Comveyed. In lowecentext culluren contest te es Important; most information is explicitly spelled ow. ‘+ Nonverbal signals can be misinterpreted just a easily as can verbal symbols (words). ‘+ No gesture has a universal meaning across all cultures Gestures that signify approval in North America maj be insults in other counties, and vice vera + Personal space isthe distance someone wants betwee himself here and other people in ordinary, nonint- mate interchanges + North Americans who believe that “time is money” ane ‘often Frustrated in negotiations with people who wart tovestablish a peesonal relationship before they decide whether to do business with each other er who mes se time fn 15: or 80-minute increments rather than the S-minate intervals North Americans are used to. + Monochrome cullutes teat Gime as a resource. The United States is classified as monochonie, Polychro pr alice + Conversational style denotes our conversational pet tems and the way we show interes, politeness, appro- priateness + The successful intercultural communicator is ‘Aware that his of her proferred values and behav Jos are influenced by culture and are not necessar- ily "right" Flexible and open t change + Sensitive to verbal and nonverbal behavior + Aware ofthe values, belies, and practices in other sensitive to differences among indivieuals within a culture[ tecerkaconet: | Unitom Bain Bets | 3 Conley Aces nines Corman: dng ie us, far eve Mea anes {58 Unit One fuking Books fo este Menge + Traditional pronouns are sexist when they refer to a class of people, not to specific individuals. Four waysto make the sentence nontexist are to use plural, to use {poi to revise the sentence to omit the pronoun, and to tse prononn pis Assignments for Module 3 Questions for Compreher 3.4 What sources create diversity in the workplace? {3.2 What sintercultural competence? Questions for Critical Thinking {44 It's sexist to always put the male pronoun frst in pronoun pairs (eg, hefte rather than shefhe or ‘fhe), Why do the authors of this book recommend that method? Which method do you prefer? ‘35 Suppose that you have an audience that is sexist, rst oF prejudiced in same other way! Te what extent if any, should you adapt to this aspeet of your audience? Exercises and Problems 38 Revising Sexist job Titles Suggest nonscxst alternatives foe the fllowing: Darmaid chairwoman etiveryman female soldier ‘39 Eliminating Biased Language Explain the source of bias in each ofthe following, fan revise to rem the bias 1, Foran older employee, Delores has alt of energy and often makes the other employees, who see uch younger, look dowaright ancient by com- parison, 2. Because younger employees are always cocky and undisciplined, you will have to manage them closely H you want to get any work done 3. Robin Anderson Global Living 319 Center Steet Lite Rock, AK 72201 Dear Ms. Anderson: 4. Alam speaks English so wel that you dict acs ally see him, you'd never know he was Asion- ‘American, ~ Teotetacon Con 8 + Biase lange far and telly itcomplios with the law Wt incides all eae; it helps to sustain good-will Generational differences may affect perceptions in the ‘workplace Use empathy and see other paints of views toadapt 443 What four methods makes sentence nonsexis? |M6 You con't possibly len what every symbol means in every culture, How can you avoid offending the ‘people you work with? 1A What other cures age you most Hkely to work with? How could you learn about those cultuees? fireman ombudsman lady Iowyer policeman, Tune lady postman rate model stuntman 5. If you hire Angelina, who is quite the looker, you will aso get a topnotch forensic accountant 6, Eduardo, the token member of the executive eabi- ‘el, nonetheless hasimpeccabe eedentials includ ing a degree from Harvard and more experience than any other cabinet member 7. Nuaress may bring their husbands and ehldren to the Stat Appreciation Dinner in April 8. Ourgueet, perhaps even the African-American ones, may wish to use the hotel poo, so e's expand the hats of operation and keep toss ally stocked 9. Cals surprisingly neat for a man, so he would be an excellent choice to manage the table service at 10. Dr-Lim, Ms. tile! among the hononves at this ye meeting, and good ol Heb Astor are 's shareholderarn Croan forte esos ‘utng ie Sits. ont au ana aaa yi Ineach of the following situations, ideatly one oF ways tha cultural differences may be leading Alon is a US. sales representative in Mexico, He makes appointments and is careful tobe on time But the person he's calling om is frequently fate To save ime, Alan ties to get right to business. But his hosts want ta fae about sightseeing and his fami Even worse his appointments are interrpted eon stantly, ot only by business phone calls but also by Tong conversations with other people aad even the customers’ childeen who come into the office ‘Alon’s fist progiess report is very negative. He hasn't yet made nsale, Perhaps Mexico just n't the right place to sll his company’s products 3. Ta help her company establish a presence in Japan, Susan wants to hire a lac interpreter who caw tndvise heron business customs. Kana Tomari has superb qualifications on paper. But when Susan fees to probe about her experience, Kana just say ill do my bes. Iwill ry very hard” She newer sgives dotals about any of the previous postions Advising a Hasty Subordinate “Thrve days. ago, one of your subordinates forwarded to everyone inthe offi a bit of e-mall humor hee received from a friend, Titled “You know you're Answer the message Responding to a Complaint Youre Dinector of Corporate Commenications; the tamployce newsletter fs produced by your office “Tvday you get this e-mail message fom Caroline Huber: Planing an International Trip ‘Assume that you're going 10 the capital city of apollercountey on business two mooths from nov. (You pak the country.) Usea search engine find out “+ What holidays willbe celebrated in that month, What the climate will be, ‘mating tamed a an at because one Souham message hough eas nny. bu ee Irak things worse, Bul now ms wonerinn Mf 'shovk’ apctoiae. What do you The ace shut the Help Das ayaa Mena Linn an "aretha cst eee op oman. 08 she’s held. Susan begins to wonder if the résumé is ‘nflated 3, Stan wants to negotiate a joint venture with 2 Chic ‘nese company. He asks Tung Sen Lee if the Chinese people have enough disereuonary income to afford his product. Mr Lee is silent fora time, and then says, "Your product & good. People in the West must ike i” Stan smiles pleased that Mr, Lee rec ‘opmizes the quality of his product, an he gives Mi ‘Lee contract to sign. Weeks later, Slan tll hast heard anything, I China i going to be so ineti= cient, he wonders if he eally should try to do busi ness there, 4, Elspeth is vory proud of her participatory manage- ment style, On assignment in (adi, she i careful not (ove orders but to ask for sggestions. But ‘people rarely suggest anything. Even a formal sug- {gestion system doesn’t work, And to make matters ‘worse, she doesn’t sense the respect and cama raderie of the plant she managed in the United States. Pechops, she decides gloomily, pewple im Tain just aren't ready fora woman boss Southern when .,"the message poked fun at South cern speech, attitudes, and lifestyles, Today you get this message from your subordinate Respond to Caroline. And send a message to Your staf, reminding them to edit newsletter sto- Fes as wellas external documents to replace biased langue. “+ What current events arin the news + What key features of business etiquette you should know. ‘+ Whatkinds of gifs you should bring fo your hosts, + What sight-seeing you shoul ey to include,fear don (60 Unit One Bung oc fr Eesti Msagse As Your Instructor Dees, a. Weite @ memo to your instructor reporting the information you found bs. Posta message to the class analyzing the pages. Include the URLs as hots 5.14 Sending a Draft to Japan “You've dratted instructions for a product that wil ‘be sold in Japan. Before the text is translated, you want to find out ifthe pictuses will be cleat. 50 ‘your send sn e-mail to your Japanese counterpart, 15 Creating a Web Page ‘Create ® Web page for managers who must com- municate arose culture, "Assume that this page can be accessed Fram the ‘organization’ intranet, Offer at Teast seven links. (Moreis beter You may oer information as well as Tinks to other pages with information, At the (op of ‘the page offer an overview of what the page cavers. ‘At the bottom of te page, put the creation update date and your name and e mail address As Your instructor Dire, a. Turn in two laser copies of your pagels)- On another page, give the URLs for each link ' Turn inane laser copy of your pagels) and a disk with the HTML code and gi files «. Weitea memo to your instructor (1) tdenifying dhe auadience fr which the pages designed and explaining (2) the search strategies {you vised to find material on this topic, (2) why 8.16 Requesting Information about s Country Use one or more a the following ways to et infor mation about 3 country. Information you might focus on could include + Business opportunities | History and geography ipa exports and imports + Dominant religions = Hotidays + Schoo! system + Politica system 1, Write to the US. & Foreiga Commercial Service Office in your district. (Your instructor has the addresses inthe lnsiructor’s Mama) 317 Answering an Inquiry about Photos ‘You've just been named Vice President for Diver sity, the fist peeson in your organization to hold Vemeiani rc. « Make an oral presentation tothe cass. Join with a small group of students to create a group report on several countries ins region, «. Make a group oral presentation to the class. ‘Takashi Haneda, asking for a response within a week, ‘Write an email message; assume that you will send the pictures as attachment you chose the pages and information you've included, and (8) why you chase the layout and ‘graphics you've used 4. Post your ema ia an e-mail message to the class ,Presunt your page orally to the cass, Hine: + Limit your page to ust one culture or county. + Try to cover as many’ topes as possible: history, polities, notable people, rts, conversational style, fustoms, and so foeth. For a culture in another ‘county, also include money, living accommonda- tions, geography, transport, weather, business practices, and so fort, + Chunk your links into small groups under headings. + See Module $n Web page design (Cheek the ea your city. y's trade office if there is one in Interview someone fron that country or someone who has tved there. Read published materials about the country. 1. Share your findings orally witha small group of students b. Summarize your findings in a meme to your instrctor Present your findings to the cass, .Eomaily 1 findings tothe clos, Join with a group of dassmates to write a group report on the country, {his pasition. Today, you receive this memo from Sheila Lathan, who edits the employee nevsletier, 1Mrotorxamont: | varoneoeting macs | 3 communicating Rane nertomat | Fou Edn arlene Merages Clues Coes 0 “Babject PhotsiniheEmpyeeNewiener | Pease wot me wha oe abou hos ine morthly exo nwa. conned hal Sshocet nos eve prac he ders ef ampajoos we have Rte ‘you kro cu you allows vias eachoam. One oftoxa vay tho eroy ol ha tron (EH) nhetast year mol hese have been mae a al ut a hove been Whol Into wea nat peep want polos ra nko hrs Wok 0. You may enema on ‘Ons wos th EM te rath gn he pine wate af us, you can il a hn ‘welch in he EM ete ony phe enar suas en aaah of sls cr eemetng vent a seeand vuole aranar not, my ot ok blncesin ems onde ara oe. ‘Alar ah 62% of ov employers ae andar hte Shou he elutes ty Wo epee. trove percentages? Te leasashp poo bot In managerant ana ra ue) 39 ove" ‘more Heavy malo and Wa. Soul wo Mn Fetes ot peela Gog pean hg, and rik Cortana bo mbatnco? | as cau usa moro uals, ut th hoe Ret He oan for as ay staan pec ‘oly oss amar pit Ps, eng people naan abo company ectlosard ‘hos ninpoirttoriinaning goats Aodgge ner woud ara way 6 nave moo Me tb and kag tha corr. bt ulin tba corti maar: wove uno ha es lock ely ‘As Your Instructor Dine, 8, Workin a small group with other students te come up with a retomimendation for Sheila . Write a memo responding to her, Using Idioms |Mioms are phrases that have specific meanings diferent from the meanings foreach individual word. Idiom Meaning, Cut to the chase Express your main point immediatly Read between the lines [Look fora hidden message, Like idioms, slang changes the definitions of words Fin, a word that is negative, becomes positive when usec in slang to denote something good or desta. Dicio- naries often are slow to adapt to slang, which changes ronstantly. "You need to understand a cute to make sense of is idioms, Because idioms usualy violate the rules of stan- dfard edited English, they’ are particularly troublesome for people new to the language “To learn idioms, 1. Study native speakers in person and on television When possible ask native speakers what unfamiliar words and phrases mean. © Write an aitcle for the employee newsletter about the photo policy you recommend and how {late tothe company’s cancemn for diversity. Polishing Your Prose & 2. Undestine unfamiliar passages in newspapers and magavines. Ask 2 fricnd or your instructor fo explain their meaning 8, Practice what you learn with » conversation pariner Exercises ‘What do these 19 common idiomatic phrases mean liter: ally? What da they mean in business? 1. Let them off the hook 2 Connect the dots. 3. Take the redeye 4. Capture the moment 5. Find the cath 6. Have your moment inthe sun. 2, Peovide your John Hancock. 1. Catch them with their pants down, 8. Dol yours" and ews your "ts" 0. Face the music Check your answers to the odd-numbered exercises at the back of the book.Tene clarkeemane | Unt oresing micke ‘uses Cnmmncstion terete Means vig oats ‘olin reat skits, Module 4 Planning, Writing, and Revising ‘To learn how to > crease the number of expert > Uso your time etectvay. processes you use > Revie aftr feck Start by asking these questions: > boesitmatterwtat process! I spell check. Bo tll ned to tie? prootens? > Ion hae muck time, How > How can I get better feedback? shoud 1 use i?” > an tuse frm ltrs? > What planning should do before! > How cant overcome writers Block begin wnting oF spoaking? ‘and procrastination? > Whats revision? How dot do It? Cana grammar decker do my ting for me? Ss“ performances look easy and effortless. In really, as avery dancer, musician, or athlete Knows, theyre the product of hard work, hours of practice, attention to del, and intenso concentration Like al skied performances, writing rests on a base of work[octerascaert: ——T uston outing cts | 4 Pani Wan nd T omentan.at nines Commie: fotcveMessogs aig Compas 302 Module 4 Plug. va. ard Reicha. 68 Planning, writing, and revising include the following activities + Analyzing the problem, defining your purposes, aad analyzing the audience; | thinking of information, benefits, and objections; choosing a pattern of oF nization oF making an outline; and soon. + Gathering the information you need —from ‘Minnaacots tops to is of sexo ta suey by Con he message you're answering, a persona boo, or the Web, cones tae Sys scot: Obese wring poate Sates San Franco, nd Ans + Putting words on paper oF on a screen. Writing can be lists, fragmentary - consciousness writing, oFa formal draft, eee Revising se Boson i brant + Redlaceing Feincanteshutig Iara om oi ie lie a moneof te ciuslen nd sienerthebcteniatce msulahommeeaiag | eueeiectee sae youratasifsmeoneeke af wsitent Wilyarsidcncemdentondas Samara ‘sit complete? Convincing? Friendly? Heenan +: Getting feedback From asmuecne clee layour paltem oforgantzaiion apom- ‘aterm PP pte Does evitonsolvean eer problem? Ar there an typos he Final copy? «AE aetig ion oryesrrnglag even ecb changes «lng the deat ee ieatiesthe requlremens of standard English, Here son coweeopelitg eed mechanical ere and check word choke dd format, Une eision which ean pre maar changes meaning talinglonaes on gportsbvof Wang + Proffading the Anal copy fo see tha fee trora typographical errors Note the following points about these activities: + ‘The activities do not have to come in this ordet Some people may gather information afer writing a draft when they see that they need more specifies to achieve their purposes. + You do not have to finish one activity to start another. Some writers plan a short section and writeit, plan the next short section and write i andl so on Houghout the document, Evaluating; what is aleady written may cause a writer to do more planning or to change the orig nal plan. + You may do an activity several times, not just once. For an important doc: tument, you might get feedback, revise, get more feedback, revise yet again, and so on, + Most writers do not use all activities for all the documents they write. ‘You'll use more activities when you wee a new kind of document, abouta new subject, oF to a new audience Does it matter what process | use? > Using expert pro Just as athletes can improve their game by studying videotapes and working, ‘on jst how they kick a ball er spin during.a jump, so weiters can improve thei ‘writing by studying their own processes. No single writing process works for all writers all of the time, However, expert writers seem to. use different processes than novice writers!" Expert weilers are more likely to wl improve your writing[etn kecana Unicon Guiing Secs | «Panag. Wg. 64 Untone Busing Bock or ry Site to See nuucevtodustdyehd “TWlterativesni so i eat ran wura Paci tte ard Sto ‘nasty aha rch tir yu ve cr roy, Tease ow muah Ahatne yu oan sand pln lorteciveMessages—Revng Copa rooted carly o communieat fan 6 protect your ery. + Realize thatthe first draftcan be revised + Write regularly. * Break big jobs into small chunks + Have clear goals facusing on purpose and audience. + Have several different strategies to choase from. + Use rules flexibly. * Wait to edit until after the draftis complete Research shows that experts differ from novices in identifying, and analy ing the initial problem more effectively, understanding the task more broadly 1nd deeply, drawing from awider repertoire of strategies, and seeing patterns ‘more dearly, Experts aetually composed more slowly than novices, perha because they rarely seltled for work that was just "OK." Finally, experts were better at evaluating their own work? ‘Thinking, about the writing process and consciously adopting “expert” processes Will help you become a better writer. | don’t have much time. How should | use it? > Save two-thirds of your tine for planning and revising. Ta get the best results from the ime you have, spend only a third of your time tually “writing,” Spend a! least one-third of your time analyzing, the situa tion andl youtrauidience, gathering information, and organizing what you have tosay. Spend another third evaluating what you've said, revising the draft(s) to meet your purposes and the needs of the audience and the organization, editing a late draft to remove any errors in grammar and mechanics, and proofreading the final typec copy ‘When you first get an assignment, think about all he steps you'll need to go through so that you can plan your time for that projeet. Certainly two writers 1 different amourts of time to produce the same quality document.stom detinonbels | Arman waned | ‘wean for BeiveMesages Revising Cans 02 Module 4 Fava, Wg, rica 68 aig 1 tou 5 Ucar poles : Ao! hs PEO unt 44 Mob) ka Ts err dasgn Bb Marke ipiteuntenen ss Gowee woos ‘ewe sn ote seg Sham ‘felon usr hereon Got ca ‘ocean, wt nate aang) meee ae a Matyas canoe out Nome tet ost PADGG ais a aga pAb bunes canmnsen. Theta eee tn Fei ot Yourtaod zr ovaponer oct ocak oo aca Fae at sc on occ aga Ton if der {risen gonna ro stra et a fan spat no bang whate cen Fenton ‘asc: aoa ‘lm. ‘creoc Neate ‘pen and dattatedoarort Figure 4.1 shows how a writes ight use hours needed to plan, write, and What planning should | do before | begin writing or speaking? > As much as you cant Spend ate ‘onethied of your time planning ard organizing before you begin to write. The better your ideas are when you sart, the fewer drafts you'll need to produce a good document. Start by using the analysis questions from Module | to identify purpose and auidience. Use the strategies described in Module 2 to analyze audience and in Module 8 to develop reader benefits Gather information you can use for your document ideas won't come, try the following techniques. + Brainstorm, Think of all the ideas you can, without judging them. Con- 4, ly ty to get at least a dozen different kdeas before you stop. The first {)\ X iden you have may not be the best. a ae «+ Freewrite® Make yourself write, without stopping, for 10 minutes or so, ever if you must write “1 wil thnk uf sinethang soon” Atte en of 10 minutes, read what you've walten and identify the best point in the draft. aye Geta clean paperorsereen and wit for another 10 uninterrupted minutes. fers ty acre Read this draft marking anything thats good and should be Kept, and then low Fg sess ‘write again for another 10 minutes, By the third session, you will probably bask White business bn, produce several sections that are worth Keeping-maybe even a complete corecth at; nd kl Ural hats ready tobe revised saan eye) + Cluster Write your topic in the middle ofthe page and circle it. Write Merton too cert down the ideas the {opie suggest, circling them too. (The eirles are awe dong ood en ocd {designed to tap into the nonlinear half of your brain.) When you've filed Wy!ochawl is m= the page look for palterns or repeated ideas. Use different colored pe © ayes, tates {group related ideas. Then use these ideas to develop reader benelits in a tac wnat fetaay ee a tment, questions fora survey or content for the body of a report. Figure 42 vent aerate ae ppd rue ean bn er| ‘he mi 08 Toctoctacmuct: | Une Bang nlks | «Panini ese Conmanaion Macaarapes Revie Sone Site Feu in (65 Unit One Bung Hoo Este Meenas Figure 4.2 Clustering Helps Generate ideas, Bo te Fronch preter oral or written gets phone Ine? OF 18t problem any on for huviduats Da French people Tow Engi wal (oo they trey U5. oF British Engh, Tait better to write and speak i Frail ‘my French on good? France are stuf that considered good? ShovldVini- tee thet ye when ting ia English ca ranch bushes perzon®) Dien for {ob hunting than for marketing roche? ais parouacived Look at Rayoucdite space Hesdinge Organization (Content — what's huged ina(s) oF evidence] Irsportance of Feople Tehnolay Pres ow it afc vaitten commineation, fee aa, atmo saat lat (aon U5) or Some ra thay ae ‘hemos a9 Fiona Trek rketing bres presents the clusters that ne writer ereated about business communication L Inthe United States and France. OBA. + Tato your audiences As Rachel pias research shows, taking 0 inter nal and external audiences helped writers involve readers in the planning process, understand the social and poliical relationships among, readers, ipeant hepiey ‘nd negotiate conflicts orally rather than depending, solely on the docu- how experts wae iment. Those writers werethen able to think about content a well x about Organization and style, appeal to common grounds (such as reducing Smt wean Wwasteor increasing productivity which several readers shared, and reduce ieee the number of revisions reeded before documents were approved? + wheres Thinking about the conte, layout, ar structure of your document can also *ieaeepeiosst sive you ideas. For long documents, write out the headings you'll use. For + EomSawrantecuing anything that's under five pages, less formal notes will probably work. You erwmosenanien may war to ot down ideas that you can ise as the basis fora drat. For an + Fetoemeatdtaertsioe gral presentation, a meeting or a document with lots of vials, try creating a eee Storyboard, witha rectangle representing each page or uni. Draw a box with 1 Urge ge vital foreach main point. Below the box, write a short caption or label ‘Sani compat Letters and memos wil zo fasterif yu choose a Basic organizational pottery before you start, Modules 1,11, and 12 give detailed patterns of organizationAostertcoont | witOee Danese | &Ptmine tin ond | Sie Conmanion rte esapes fain oor ton ‘ono Mode 4 Png. Vina. nd Feseea 67 Plonning guide Planning guide fora tip report for a proposal The ig ictus from the | + Customer’ Concern #1 Company's Paintof view: |” Our ProposalAnawer Wecan GoForwardon | + customers Cancem #2 ‘the Project (our Popossianewer + citeriatGools + customers Concern 02 + mat we oid ‘our ropouabareer + wy we now Enoush te | + customers concen #8 Go Forward ur Proposaianswer Planning guide fr an email message + My Purpose Points Want so Make Docurent) 0 tach New steps forse most commor kinds tesa! ments, You may want to custom those pattems wth a planning guide to help you Keep the “big picture mind es you write, [igure 4.chows planning les developed for spectfc Kinds of documents What is revision? How do | do it? > Revision means *re-seeing” the document. Good writers make their drafts better by judicious revi proofreading ing, editing, and ‘+ Revising means making changes that will bettersatisly your purposes and ‘your audience. ‘= Editing means making surface-evel chy grammatically correct. ‘+ Proofreading means checking, to be sure the decument is free from typo- graphical errors wges that make the document ‘When you're writing to a new audience or have fo solve particularly ic cult problem, plan to revise the draft atleast three tines. The trst time, look for content and clarity. The second time, check the organization and layout Finally, check style and tone, using the information in Modules 15 and 16. Figure 44 summarizes the questions you shold ask ‘Often you'l get the best revision by setting aside your draft, getting a blank page oF screen, and redraiting, This strategy takesadvantage of the thi you did on yous frst draft without locking you into the sentences init ‘As you revise, be sure to read the document through from start to finish ‘This is particularly important if you've composed in several sittings or if Fs 42 Cantus Png unt pce Sosa ae sealer yr Site to See Goto htpasyedounes. oda? RowworaTisim ian Wed when tinglactone: UskOmeDetinatics | Artminn Wiinnsed | wo meresn-8 ferteaive sneer ev (Unit One Buca Bock or ono Mosaos Figure 4.4 Thorough FRovsion Checklist Figure 4.5 Light Revision Checks V Checklist for Thorough Revision Content and Clarity, 1 Does your document meet the needs ofthe organization and ofthe reader— and make you look good? Have you given readersall the information they necd totunderstand and act fn your message? [1 Isall the information aceurate? 1 seach sentence cleoe? ithe message f statements? from apparently contradictory 1 Are enerlzations and benefits backed up with adequate supporting, acti? Organization and Layout 1 ts the pattem of oganization appropriate for your purposes, audience, and situation? Are transitions between ideas smooth? Do Meas within paragraphs How smoothly? 1 Does the design ofthe document make easy for readers to find the infor- mation they need? Ith dociament vsully inviting? 1 Are the points emphasised by layout ones that deserve emphasis? i Are the ist and ast paragraphs lective? Style and Tone i tethemesange cay 0 rad? te themessage trendy ante from base language? i Dos the message build good? you've used text from other documents, Researchers have found that such documents tend to be well organized but don't flow well’ You may need to add transitions, cut repetitive parts, or change words to create a uniform level Of formality throughout the document. Ieyenro erally taf | dea light evision (see Figuee 4.5). The quality ‘of the final document may not be as high as with a thorough revision, but even alight revision is better than skipping, revision V Checklist for Light Revision C1 Arete first and Tost paragraphs wfective? 1 Dos mation they seed? Fave you tod the readee what to do? the desiga of the éocument make i easy for readers to ind the inforFstrtoemene | vatoneouitngnets | «Manin. ee. anes Conmuinio: — erlacwe Mesaper Ren tng re Sat To momsaesu ar 108 Module 4 Ping, Weg in esse Can a grammar checker do my editing for me? > No, You have fo decide whether to make each change. Grommar checkers are goad at finding missing halves. For example, if you ‘open a parenthesis and never close it,a grammar checker will note that a sec~ bond one is needed. OF course, you have to decide where it goes. In terms of other errors all a granumar checker can do is to ask you about what you have lone. A peammarchecker can tell you that you've used a passive verb, and ask if you want to change it But you have to decide whether the passive is just- fied. IF t finds the word wll, the grammar checkeecan tell you that good and ‘well are sometimes confused. But you have to decide which word fits your meaning (> Module 15). You still need to know the rules so that you ean decide which changes to make. Check to be sure that the following, are accurate: + Sentence structure * Subject-verb and noun-pronoun agreement + Punctuation © Word usage + Spelling including spelling of names + Numbers, ‘You need to know the rules of grammar and punctuation to edit, Module 14 reviews grammar and punctuation. Module 15 reviews words that are often confused. Most writers make a small number of exrors over and over. If you know that you have trouble with dangling modifies or subject-verb agree ment, for example, specifically look for them in your draft. Also look for any ‘errors that especialy bother your boss and correct them. iting should always follow revision, There’s nc point in taking time to Fx 1a grammatical errorin a sentence that may be cut when you clarify your mean- ing or tighten your style, Some writers edit more sceurately when they print ‘uta copy of « document and edit the hard copy. But beware: Laser printing, ‘makes a page look good but does nothing to correc: errors. | spell check. Do | still need to proofread? > Yes. Proofread every document both with a spell checker and by eye to catch the terrors a spell checker can't find. Proofreading is hare because writers tend to see what they know should be there rather th ly is there. Hecaune is abvays easier to prot soni thing you haven't written, you may want to swap papers with a proofing, ‘buddy. (Be sure the person loaks for typas, nat for content.) To proofread, ‘+ Read once quickly for meaning to see that nothing has been left out ‘= Read a second time, slowly. When you find ar error, correct it and then reread that line. Readers tend to become less allentive after they find one terror and may miss other errors close to the one they've spotted. + To proofread a document you know well, ead the lines backward or the pages out of order, Always triple-check numbers, headings, the frst and last paragraphs, and the reader's name, ct Instant Replay Revising, Editing, and Proofreading Bevising means mang ‘ranges tt te a ting means sh tak the dace parm ‘oom. Protreading means hock reqtove auoitedosunont ‘eet Ypcgtcical aot va By Instant Replay: How to Revise Ponte ze prt, Pn oda We at twat tec. Tho et ook tdtane, check te eat: "nana int Fray cack fhlsand tort Do ate yr Site to See cow wr ise eurtingy Handboot/Prooteaing. mt The Unvsrtyof Wconsn Wieg Gert teen onlootor Keane esas Cemminieien ein rion Sil, eur Eatin 70 Unit One Bus ¢ ¥ Aide ets eeteees Serene bargin Sincocnont es aru! Bap Sonn Tei waster acon pr nod cad rug asoutorste seotorgar encase “ican anawracn Seoeceeee es tasstcacraed toes Seatciratiernrts ‘rate am oy se Soy torte none Figure 4.6 Questions to Ack Roadere et Oe BatgBacts| 4 Homing kin nt Teena fereatveResaper Rv Cane, os to ect Masconse How can | get better feedback? Ask for the kind of feceback you need, Te process of drafting, getting feedback, revising, and getting more feedback is called cycling. Dianna Beaher reports that documents in her clients’ firms cycled an average of 42 tires before reaching the intended aulience® Susan Kleimann studied « 10-page document whose 20 drafts made o total of 31 stops on the desks of nine reviewers on four different levels” Being asked to revisea documenta facto lifein businesses, government agencies, and non profit organizations. “To improve the quality of the feedback you get, tell people whieh aspects you'd especially like comments about. For example, when you give a reader the outline or planning call" you might want to know whether the general approach is appropriate. Aer your second draft, you might want to know whether reader benefits are well developed. When you teach the polishing, alt, you'll be ready for feedback on style and grammar. Figure 4.6 lists ques” tions to ask. t's easy to fel defensive when someone: ss your work. If the fee back stings, putt aside until you ean read it without Feeling defensive. Even if you think thatthe reader has misunderstood what you were trying to sa, the fact thatthe reader complained means the section coud be improved. If the reader says "This isnt true” and you know that the slatement is true, several kinds of revision might make the truth clear to the reader: rephras- ing the statement, giving more information or examples, or documenting, the source. Checklist for Questions to Ask Readers, uttine oF Planning Draft 1D Doses the plan scem “onthe ight ack”? 1D What topice should be dod? Should any be cut? 1D Do you have anyother general suggestions? Revising Draft 1 Dies the message sts alts purposes? Ti ts the message adapted othe sudincets)? 1 tothe ongonizationetccive? 1 What pacts arent clear? 1 What ideas noed further development? 1 Doyou have any other suggestions? Polishing Draft On 1 bia you tnd any inconsistencies? 1D bi you tnd any typos? 1 isthe documents des here any problems with word choice or sentence structure? ective?Loctertacomunk: — | vet Oeeoatg acts | «runnin wainese | ing re Si, thon ertseorebesones Rove Revising after Feedback ‘Whes you get feedback that you unverstand and ageoe with, make the change. IW you et feedback you don't understand, ask fo: clarification + Poraphrase: “So you're asking me to give more fnforeation + Ask for more information: "Can you suggest a way to do that?” 4+ Test your inference: “Would i help fT did such and such?” Sometimes you may get feedback you dont agrce with ‘+ ICits an issue of grammatical correctness, check this book: (Sometimes even smart people get things wrong) + IF i's 9 matter of content, ecognize that something about the draft sas good as it could bo: some is leading the reader to respond negatively + the reader thinks a fact is wrong (ard you know is right), shour where the fact came fom. “Acco to. 1+ 1th reader suggests a change in wording you dont like, ty another option, {+ Mahe reader seoms to have misunderstood or misread, bout ways to make the meaning clearer, ‘Your supervisor's comments on a daft can halp you improve thal document help you wate better drafts thenext Can | use form letters? > Yes. But make sure they're good. Tonio | ps 8 NE ETUICIUT IC Reith Uc. time, an teach you about the culture of your organization. ‘ook for pattems in the feedback you receive Are you asked tose more forma language ar tomake te doctment mone ‘conversational? Does your boss want to see an overview before dts? Does your company prefer information pre ‘sented in bulleted ss rater than in paragraphs? Are your photos or artwork bias ee? Feedback is sometimes painful but focus onthe point of (he feedback rather than lesings. Fors Motor Campany {CEO Alan Malay easel eyebrows when he pabliely ert claed the looks ofthe 2008 Taurus. Derrick Kaze, head of lobal development, weat on to compare the car «0 TV's omc Simpson, and the two sessed that a more atuac tive successor would be in the works, “That's only deliv ered wher the engineering team dose not dumb dvr the sign because of engineering and manwactringFeasib- ‘ty concerns,” Kesale added. While the comments may hhave rankled some insiders, analysts welcomed the com- pany's willingness to fx problems. TF honest, sharp criticism or even a rebuke can be benefi= ial Pay close attention to what isat te eat a comment rather than ow the comment is delivered. Remember, ‘hol, shat i feels ike to be on the aeceiving end when {so ve cdback. Temper your words, an let your exam ple cecourage others ta be move gracious. Se “Ta Hone Sin Ssprt te my 228, ‘mnie warm 8/ LIVING a7. A form letter isa prewrittenfill-in-the blank letier Jesigned for routine situa- tions. Some form letters have different paragraphs thal can be inserted, Aepending, oa the situation. Ror example. a form leter admitting, students to college might have adaitional paragraphs to be added for students who were joing to receive financial aid Boilerplate is language—sentences, paragraphs, even pages—from a previ fous document that a writer includes in a new document. In academic papers, ‘material written by others must be quoted and documented. However, because businesses own the documents their employees write, ald text may be iladex! without ateibution, liv some cases, boilerplate may have been written years ago. For example, many legal documents, including apartment leases and sales contracts, ae almost completely boilerplated, In other cases, writers may use boilerplate they themselves have writlen. For example, a section from a. proposal describing the background of the problem could also be used in the final report afler the propased work was completed. \ section from a progressost Konark gcc ls, stone: deiding eee ‘onan mpi 208 72 Unit Ono Buln Boks te Massa: ‘castes nas ot ented went ‘nave spa Nw tho (Gane Walon Urry eects wens he fp Finca oo we otk tio Ue von A cone ‘ne wed tm tee ‘atadatracom eras fring a repay of eat ‘Sauce Bice ‘Seirgrnstgeniey rorosasiasint part describing what the writer had done could be used with only a few changes in the Methods secon ofthe final report. Witers use form letters and boilerplate to save time and energy and to use language that hos already been approved by dhe organization's legal stat However, as Glenn Broadhead and Richard Freed point out, using, Olt text ‘creates two problems." * Using unrevised boilerplate ean create a document with incompatible styles and tones, + Form letters and boilerplate can encourage writers to sce situations and audiences as identical when in fact they differ. Before you use a form letter, makesure that i is well written and thatit applies to the situation in which you are thinking of using it Before you incorporate old language in a new document, + Check to see that the old section is well written, * Consciously look for differences between the two situations, audiences, or purposes that may require different content, organization, or wording. + Read through the whole document ata single sitting to be sure that style, tone, and level of detail ar consistent in te old anid new sections. How can | overcome writer's block and procrastinatior? > Talk, participate, and practice. Reward yourself fr activilies that lead to wating. According to psychologist Robert Boice, a combination of five actions works best to avercome writer's blacks! + Patticipate actively in the organization and the community. The more talk to people, the more you interact with some of your audiences, the more ‘you learn ahout the company, its culture, and its context, the easier it will be fowrite—and the better your writing will be + Practice writing regularly and in moderation, * Learn as many strategies as you can, Good writers have a “bag, of tricks" to draw on; they don’t have to “reinvent the whee!” in each new situation. This book suggests many strategies and patterns. Try them; memorize them; make them your own. + Talk positively to yourself: “I can do this” “IE keep working, ideas will come” “It doesn't have to be wonderful Tcan always make it better later.” * Talk about writing to other people. Value the feedback you get from your ‘bass. lak to your bass about writing, Ask him or her to share particularly {good examples—from anyone in the organization. Find colleagues at your ‘own level and talk about the writing you do, Do different bosses value dif- Ferent qualities? What aspects of your awn boss's preferences are individual land which are partof the discourse community of the arganization? Talking, toother people expands your repertoire of strategies and helps you unde stand the discourse community in which you write Ta avoid procrastination, modify your behavior by sewarding, yourself for activities that fenf to wwiting * Set a regular time to write, Sit down and stay there for the time you've planned, even if you write nothing usable, + Develop ritual for writing, Chocse tools—paper, pen, computer, chai that yout find comfortable. Use the same toon the same place every true you writeleet semarte wrens tesages Revs ‘atose:oeidagaiets | APiaming Wty, ant + ‘Thy freewriting, Write for 10 minutes without stopping, © Write down the thoughts and fears you have as you write Ifthe ideas are negative, try fo substitute more positive statements: "L can do this. vn keep going and postpone judging.” “If keep warking, I'l produce some- thing that’s OK." then turn back to writing, Identify the problem that keeps you from writing, Deal with that problem; + Set modest goals (a paragraph, not the whole document) and reward your self for reaching them. + Planning, wring, and revising can include analyzing tatherng writing evaluating, getting eedbac. revising Sing, ond pronteading Revising means changing he lcm lo make it beter satiny the writer's purposes and the audience, Edin means making siraetevel Changes that make the document grammatical cree Proofreading means cheking a Be sure the docuentis free fom typographical eros. + Process that help writes write well include expect ing to veine the ist draft, wing regularly, ai. ing the initial tak if it too hand too exy, having lene goss, knowing, mony ferent strategies wing ities rer than a absolutes nd ter the drafts complete “Toihin of ess, uy brainstorming, reewting(weing svthon stopping for 10 mints eso) al eustering {brainstorming with ciced worl on 3 page) + You can improve the quality ofthe Rack you get by tong people which aspects of draft you ke em mente sbut a raderelicins something, x the pb tem yom think the weer misunderstood you, Uy igus oul what caused the misunderstanding and ree the dato thatthe wader cansce eho yo ment Questions for Comprehension 44 What processes do exper writers use? 482 How is evision diff reading? a fam editing? Feom proof Questions for Critical Thinking 44 Which processes that expert writers vse do you already use? How could you modily your process to incorporate a least one more on the ist? 45 OF the people who have seen your writing, which ‘one(s) have given you the most useful feedback What makes it use? Summary of Key Points + fthe writing situation is new or difficult, plan torevise the draft atleast nee times, The frst time, look for content and clarity. The sean time, check the organ zalion and layout. Finally check style and tone, + Boilerplate fslanguage fot a previous document that 18 weiter includes in a new document. Using, oem Let- ters and boilerplate can encourage writers to ee as ‘dential situations and audiences that in fact dif. Putting boilerplate into a new document can create fncompatiblestyles and tones + To overcome writer's block, 1. Partiipate actively in the organization and the eoenmnunity Follow a regimen. Practice writing regularly and in sioderation. 3. Learn as many strategies as you can 4, Talk positively to yourselt, 5. Talk about writing to other people + To overcome the tendency to procrastinate, modify your behavior fo reward yourself forthe activities that Iead to writing Assignments for Module 4 1.3 What three aspects of a document does thorough 446 In which areas are you best at giving feedback to ‘other people? How could you make your feedback even Better? 447 Think about the form lltes you ave received. ow do they make you fel? If they have faves, hhow could they be improved?estrone On: alding tacts keer Communion: fr thar Meszgee Few Ein 74 Welt One Bung Bos fr tie Massage Exercises and Problems a9 In a group with other students, use the Checklist for Thorough Revision to provide feedback on drafis of eters or memos fr this course ‘As you give foodback, answer the flowing, questions + When you give feedbaek; do you normally stort by looking for places to add, delete, substitute, oF change? Or do you normally start by looking for {grammatical ertoes ond typos? + On hich aspects ist easiest for you to comment? ‘Which aspects quis more thought? Why? ‘How many tines do you have to wad the deattto answer al ofthe questions in the Checklist + Do you tend to suggest mostly big changes, rmaxily small ones, 3 mix? + How do you tend to word your comments? Are they mostly positive or mostly negative? Do yo tend to describe your reaction as a reader, iden tity why a change needed, name the chang needed, make the change forthe writer, or what? Interviewing Writers shout Their Composing Processes Interview someone about the composing processes) Ihe or she wses for on-the-job writing, Questions you ‘ould ask include the following ‘+ What kind of planning do you do before you Weite? Da you make lists? Formal or informal coullines? ‘+ When you necd more information, wheredo yo petit? + How do you compose your drafts? Do you dictate? Dra wth pen and paper? Compose om seen? ow do yot find arinternpled Hne 10 compose? + When you want advice about style, ges sed spelling, what source(s) do you consult? + Docs your superior ever vad your drafts and make suggestions? *+ Do you ever work with ether writers to produce angle document? Describe the process You ti % Save yournotsand drs fom: that you cam answer the Following questions. + Which ofthe activities discussed in Module t do everal assignments + Howe much time do you spend on each activity? When you read feedback from others, answer the following questions {+ Which comments were new information to you? Which tld you something about your drat thot you already knew or suspected? + Did you have any questions that comments did not address? + What kinds of feedback were most helpful to ‘you? Why? + Were any comments unclent? Talk to the com mioniey, and ly to figure out what wording ‘would have been clearer to you + Did any comments annoy or olfend you? Why? ‘Could the consmenter have made the same point ima better way? As Your nsiructor Diels, 4. Share your answers with other students in your soup. Discuss sways tha each of you can make Your future feeaek even more useful b. Organize your answers in a memo lo your + Describe the process of ereating » document whee you fel the final document reflected your best work, + Describe the process of ratings document which your fond dificult oF frustrating. What sors of things make writing easier or hance fr you? As Your strctor Dives, 8, Share your results orally witha small group of stuutent. ». Present your results in an oral presentation fo the lass «Present your resulls a a meme to your instructor. 4. Post an e-matl message to the cass discussing «Share your results with asmall group of students ‘and vite a joint memo reporting the similarities and differences you found + What kinds of revisions do you make most olen? + Do you use different processes fr different doc luments, oF do you have one process that you use vont of the ime? |[ tecartacmaak lortcivoMesoges Revising + Which practices of yond writers do you follow? ‘+ What parts of your process seem most scess- ful? Ate there any places inthe process that could be improved? How? ‘+ What relation do you soe between the processes) you use and the quality ofthe final document? 1 Checking Spell and Grammar Checkers ach of the following paragraphs contains errors In gramaay, spelling, and punctuation. Which cerrors does your spelling or grammar checker ‘atch? Which errors does it miss? Does it flag as ‘errors any words that are correct? 1. Answer toan Inquiry Thank ewe for you're resend inquest ahout oue etter Tnger” campaign. We initialed the campaign alter hearing from costumers who ‘id the Wanted a more nutitious burger form hour company. So, wee tolled are chefs to device something. And. They did To help you enjoy yore “Bit Burg” even more, eae too coupons four a free drunk with any purses ofa sandwich ant fied.” 2. Performance Apprsisal “This quarterly performance appraisal. Is for Lisa. She has a good quarter, which ended with 2 22 por cont increase in her sas forthe there ‘months. fa fact Lisa outperformed every in here department? Lita is a good employ ten staying, latte or working thew the weekends, er dedication is grate! One of her piers said “He 8a modal salesperson and a good cow worker Using Spell and Grammar Checkers Most word-pricesing prgeamseomewith pell and ram mar checkers While these computer tools can be nse r= member that they have limitations Spell checkers identify words that don’t match thelr slictionary Ifthe sod is real word, the spell eheeker ‘can't tell tthe right word forthe context fe, “thei” ‘erste “there” a in "We will review the report when we sgt thie”) Grammar checkers nly siygest possible errors and solutions: you must make the final decision, That is « Unie: Bag nlacls | aie. Wing ereMcomat | Copies As Your lsirctor Dive, a. Discuss your process with a small group of other students, b. Write a memo to your instructor analyzing in detail_yonr process for composing one of the papers for this class Write a memo to your instructor analyzing your process during the term, What pars of your process(es) have slaved the same theoughout the termi? What parts have changed? 4. Brochure ‘Thank Los Vegas is only a place to gambler? ‘Think against! They’re is mach to due in Las Virgo for families, to, such as theme perks, ring shows, and sporting evince. You kin aso experiment find dinning snd tours ofthe sa rounded dessert, with ite beautiful flora. and sauna, The warm collars of the desert will sty ‘with you for man years to come. Vit Las Vegas fora Yoeation ofa ie. Time! Presentation Sides How to Create a Web resume + Omit hone advess and phone number ‘+ Use other links only if they help an employer ‘evalaute you 1 Be Professional 1D Carefully craft and proof read the phrase on the fades apage How to Create a Scannable Résumé + Create a“plain vanilla” document. 1 Use include a “Keywords” section. Include personality teat sas well as accomplishments + Be specific and quanifyable. Polishing Your Prose & [grammar checker may tell you that you've used passive ‘ice but the checker cant tll yo sehether the passive is appropriate in al particular sentence “Therefore, use spell and grammar checkers as one of ral tools to make your waiting beter. In addition, exp a diconary, thesaurus, and stylebook handy. Work toimprove your command of spelling and grammar, take 2 class or work with a cole writing center or bel.[atc kacmus Dien Commune: satdog cat sth, 76 Unt One Buia Scks or Clothe Massages Exercises ‘Type the following into your word processor. Are all the words or constructions that show up as errors really ‘wrong? Are there any ernors hat dont show wp? 1. There i a massage for you on your disk 2. 1 gota cell ow ayy call phone a few ours ago 5. A principle inthe reaty firm, Dave mse the busy ress wel 4 These are you identitication cords. Please putt then: with your other imported documents. 5. Ye jet bitte rsulls ewe bass yore assumptions on the fox 6. Two many people relay on technolog work four them, te duc the I Tenement 2, Rye received wom invitation ina the male, but aye should of eceived too. fa aerived ata quart il ate just fn tame for the pre sentation if the surface avards, 4 Woe scent the liter by Feds, sew it well be they/te buy Monday, 11 Allotof customers wont grate service for their money: and our employs knead 10 keyp that in mine a (Check your answers to the odd-numbered exercises at the back ofthe book