11th EFFECTIVE BUSINESS COMMUNICATION COURSE

MAY 29 , 30 & 31 , 2006

DATE/DAY/TIME SESSION/TOPIC RESOURCE/PERSON(S)
MAY 29, Tuesday

8:30 - 9:00 Registration TESS V. SANTOS , PM

9:00 - 10:30 Group Dynamics MARIFE REYES , PC
Leveling Expectation

10:30 - 10:45 BREAK

10:45 - 12:15 Overview of Communication in the EDNAFLOR DE LOS
Business Setting SANTOS , Ph.D
Formerly Dean of Studies, FEU
FERN COLLEGE & Professor of
Management in the Graduate
School
12:15 - 1:30 LUNCH BREAK

1:30 - 3:00 Why Effective Writing is Important -do-

3:00 – 3:15 BREAK
3:15 - 5:15 Steps of Effective Written Communication -do-
May 30 , Wednesday
9:00 - 10:30 Mechanics of Written Communication -do-
Workshop/Exercise
10:30 – 10:45 BREAK
10:45 – 12 :15 -CONTINUATION-
12:15 – 1:30 LUNCH BREAK
1:30 – 3:00 Preparing Common Types of Written -do-
Communication
3:00 – 3:15 BREAK
3:15 – 4:45 -CONTINUATION-
May 31, Thursday
9:00 – 12:15 Guided Workshop
12:00 - 1:15 LUNCH BREAK
1:30 – 2:30 Guided Workshop -do-
2:30 – 4:30 Presentation/Critiquing of Workshop Outputs
4:30 – 5:30 Course Integration/Evaluation TVS
5:30 CLOSING CEREMONIES RPA/AEL/TVS/MFR

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EBC 5-06 HANDOUT NO.1
EFM DELOS SANTOS
DIMENSIONS OF COMMUNICATION
 INTENTIONAL OR UNINTENTIONAL
 VERBAL OR NON VERBAL
 INTERNAL OR EXTERNAL
 INVOLVES HUMANS, MACHINES, AND ANIMALS
 INTRAPERSONAL , INTERPERSONAL , INTRAGROUP , INTERGROUP
 ORAL OR WRITTEN

FUNDAMENTALS OF WRTING
 IS A CREATIVE PROCESS
 IS A CRAFT AS WELL AS AN ART
 IS A MATTER OF PERSONAL TASTE
 IS PURPOSIVE
3 BASIC PURPOSES OF ORGANIZATIONAL WRITING
 TO INFORM
 TO REQUEST OR PERSUADE
 TO BUILD GOODWILL
IMPORTANCE OF COMMUNICATION TO THE ORGANIZATION
 SAVE MONEY
 IMPROVES MORAL
 INCREASES PRODUCTIVITY
 PROMOTES TRUST
IMPORTANCE TO THE INDIVIDUAL
 ONE OF THE SKILLS MOST DESIRED BY COMPANIES
 GOOD COMMUNICATORS HAVE A BETTER CHANCE AT SUCCESS
 GOOD COMMUNICATOR HAVE THE POWER TO INFLUENCE EVENTS IN AN ORG.
 GOOD COMMUNICATOR PROJECT AN IMAGE OF COMPETENCE
MANAGERIAL FUNCTIONS OF COMMUNICATION
 TO COLLECT AND CONVEY INFORMATION
 TO MAKE DECISIONS
 TO PROMOTE INTERPERSONAL UNITY

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GOAL OF BUSINESS COMMUNICATION
 BUILD RELATIONSHIPS
 REDUCE CONFLICTS
 SHARE IDEAS , INFORMATION AND FEELINGS
WHY PEOPLE IN ORGANIZATION PUT THOUGHTS IN WRITING
 FOR PERMAMENT RECORDS
 MORE EFFECTIVE IN PRESENTING NUMERICAL DATA AND
COMPLEX INFORMATION
 MORE COVENIENT FOR THE RECIPIENT
 LESS EXPENSIVE IN REACHING LARGE GROUPS
 MORE TIME TO RETHINK IDEAS
THE COST OF POOR CORRESPONDENCE
1. WASTED TIME
a. BAD WRTING TAKES LONGER TO READ
b. BAD WRTING MAY NEED TO BE REWRITTEN
c. INEFFECTIVE WRITING MAY OBSCURE IDEAS THAT
DECISIONS ARE NEEDLESSY DRAWN OUT
2. WASTED EFFORTS
INEFFECTIVE MESSAGE DON’T GET RESULT
3. LOST GOODWILL
BAD WRITING UNDERMINES THE IMAGE OF THE COMPANY

MEMORANDUMS
 FOR INTERNAL COMMUNICATION PURPOSES
 USUALLY ONE-PAGE ONLY
 USE THE FOLLOWING FORMAT
TO:
FROM:
DATE:
SUBJECT:
 OMIT BOTH THE SALUTATION AND CLOSE ENTIRELY
 NEVER USE IDENTED PARAGRAPHS
 MEMO-SENDER MAY SIGN BELOW THE LAST LINE OF THE MEMO
WHEN TO SEND A MEMO
 To provide minutes of meeting recently held
 To announce a meeting that has been scheduled
 To set an agenda for an upcoming meeting
 To request some action
 To respond to a memo received

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  To provide an update on an going situation
 To provide new information or make an announcement
 To be used as a cover for distributing materials

MEMO DO’S
 Do carbon copy others within your organization who need to see your memo
 Do send a memo to people who report directly to you
 Do use bullet points and other graphics to identify the key points or issues you’re addressing
 Do stamp sensitive memos with “business confidential” or “ for internal use only”

MEMO DON’T’S
 Don’t cover too many issues in one memo . Its better to have a single memo address a
single topic
 Don’t cc: everyone in the company
 Don’t send memo to anyone higher up than your immediate supervisor . Let your boss
decide who above her/him should also see it .
 Don’t send memos to costumer or prospects . A letter is better .
 Don’t use memo to correct wayward employees or identify weakness they need to work on

MEMORANDUM

DATE: January 10 , 2005

TO: All Administrative Personnel
FROM: Mr. Ricardo Reyes
Chief , Administrative Department
RE: Wearing of Uniform

By now you must have already receive your new set of uniform consisting of
five blouses and five skirts , for ladies ; and five shirts and five pair of pants ,
for gentleman . We congratulate the Uniform Committee for having chosen a
uniform of such an excellent blending of fabric, cut and color which reflects the
quality of our company and its human resource – you , in particular .

I am sure we will all be proud to wear our new uniform beginning January
18 , 2005 . If you have any comment or question , you may come to me
any time .

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ACCEPTANCE OF BUSINESS INVITATION
 THANKS THE HOST FOR THE INVITATION
 REPEAT THE TIME AND VENUE OF THE EVENT
 END IN A POSITIVE NOTE
ACCEPTANCE OF DELAYED DELIVERY OF GOODS
 EXPRESS YOUR CONCERN ON THE DELAY IN DELIVERING REQUIRED ORDER
WITH AN APPRECIATION OF THEIR HONESTY IN GIVING YOU PRIOR NOTICE
 INDICATE YOUR ACCEPTANCE
 REITERATE THE NEW DELIVERY DATE CLEARLY AND PRECISELY
 BE FIRM IN ANNOUNCING THE CANCELATION WILL FOLLOW IF THE
TERMS OF THIS NEW DELIVERY SCHEDULE ARE NOT KEPT

APOLOGY FOR CHECK THAT HAS BOUNCED

 ACKNOWLEDGE THE SITUATION
 INDICATE WHAT ACTION HAS BEEN TAKEN TO REMEDY THE SITUATION
 OFFER A SINCERE APOLOGY FOR THE ERROR AND FOR ANY
INCONVENIENCE THAT IT MAY HAVE CAUSED

APOLOGY FOR LATE DELIVERY OF GOODS

 ACKNOWLEDGE THE SITUATION
 EXPLAIN WHY THERE WAS DELAY
 FINISH A POSITIVE NOTE

APOLOGY FOR FAULTY GOODS

 ACKNOWLEDGE THE MISTAKE
 EXPLAIN CLEARLY WHY IT HAPPENED
 INDICATE WHAT CHANGES ARE BEING MADE TO QUALITY CONTROL
SYTEMS.

ACKNOWLEDGEMENT OF COMPLAINT
 ACKNOWLEDGE THE COMPLAINT . LET THE COSTUMER KNOW THAT
YOU UNDERSTAND HIS/HER POSITION .
 INFORM COSTUMER THAT YOU ARE TAKING THE MATTER SERIOUSLY
AND THAT THE MATTER IS BEING INVESTIGATED FULLY .
 EXPRESS CONFIDENCE THAT THE MATTER WILL RESOLVED TO THE COSTUMER’S
SATISFACTION .

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CANCELLATION OF AN ORDER
 OPEN THE LETTER BY EXPRESSING YOUR REGRET THAT YOU MUST
CANCEL YOUR ORDER
 EXPLAIN CLEARLY THE REASON FOR YOUR DECISION
 END WITH A POSITIVE NOTE
COMPLAINT ABOUT A GENERAL MATTER
 OPEN THE LETTER BY HIGHLIGHTING YOUR PERSONAL PROBLEM
 DETAIL THE SPECIFIC ACTION YOU WANT THEM TO TAKE CARE TO
SOLVE THIS PROBLEM .
 END BY MAKING IT CLEAR THA YOU WILL NOT BE ABLE TO CONTINUE
AS A COSTUMER IF THIS SITUATION PERSISTS ANY LONGER

VARIETY OF REPORTS
 INFORMATION REPORTS – COLLECT DATA FOR THE READER
 ANALYTICAL REPORTS – INTERPRET DATA BUT DO NOT
RECOMMEND ACTION
 RECOMMENDATION REPORT – RECOMMEND ACTION OR A
SOLUTION
EXAMPLES OF INFORMATION REPORTS
 SALES REPORTS – LIST SALES FIGURES
 QUARTERLY REPORTS – DOCUMENTS A PLANTS PRODUCTIVITY AND
PROFITS FOR THE QUARTER
EXAMPLE OF THE ANALYTICAL REPORTS
 ANNUAL REPORTS
 AUDIT REPORTS
EXAMPLE OF RECOMMENDATION REPORTS
 SCOUTING REPORTS
 FEASIBILITY REPORTS
 JUSTIFICATION REPORTS
 PROBLEM-SOLVING REPORTS
INFORMATION , ANALYTICAL OR RECOMMENDATION
 ACCIDENT REPORTS
 CREDIT REPORTS
 COMMITTEE REPORTS
 PROGRESS REPORTS
 TRIP REPORTS
 CLOSURE REPORTS

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DEFINING REPORT PROBLEMS – 1
 THE PROBLEM IS -
 Real
 Important enough to be worth solving
 Narrow but challenging
 Possible to solve with the time and resources available
 Something you’re interested in

DEFINING REPORT PROBLEM – 2

 THE AUDIENCE FOR THE REPORT IS
 Real
 Able to implement the recommended action
 One can get information about

DEFINING REPORT PROBLEM – 3

 THE DATA , EVIDENCE , AND FACTS ARE
 Sufficient to prove that he/she may
recommend will solve the problem
 Available to you
 Comprehensible to you

WRITING THE PURPOSE STATEMENT

Organizational problem or conflict

 Specific technical questions which

must be answered to solve the problem
 The purpose ( to explain , to request ,
to propose , to recommend ) the report is
design to achieve

RESEARCH STRATEGIES FOR REPORTS

 SECONDARY RESEARCH - library research and searches in computer
data bases
 PRIMARY RESEARCH – observation , surveys , interviews

ANALYZING DATA FOR REPORTS

 LOOK FOR THE ANSWERS TO YOUR RESEARCH QUESTION
 LOOK FOR PATTERNS
 STATE ACCURATELY WHAT DATA SHOW
 CONSIDER RIVAL HYPOTHESIS

 CONSCIOUSLY SEARCH FOR ATLEAST THREE POSSIBLE CAUSES FOR EACH

PHENOMENOM YOU HAVE OBSERVED AND AT LAST THREE POSSIBLE
SOLUTION FOR EACH PROBLEM

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 ORGANIZING INFORMATION IN REPORTS
 COMPARISON/CONTRAST
 PROBLEM – SOLUTION
 GENERAL TO PARTICULAR , OR PARTICULAR TO GENERAL
 GEOGRAPHIC OR SPATIAL
 FUNCTIONAL
 CHRONOLOGICAL

COMPARISON/
CONTRAST PATTERN – 1
 DIVIDED PATTERN
Alternative A. Opening a new store on
Campus
Criterion 1: Cost of renting a space
Criterion 2 : Proximity to target market
Alternative B. Opening new store on
downtown
Criterion 1: Cost of renting a space
Criterion 2: Proximity to target market
Used when one alternative is clearly superior.

COMPARISON/
CONTRAST PATTERN – 2

 ALTERNATING PATTERN
Criterion 1 : Cost of renting space for
the new store
Alternative A. Campus location
Alternative B. Downtown location
Criterion 2 : Proximity to target market
Alternative A. Campus location
Alternative B. Downtown location
PROBLEM – SOLUTION
 IDENTIFY THE PROBLEM
 EXPLAIN ITS BACKGROUND OR HISTORY
 DISCUSS ITS EXTENT AND SERIOUSNESS
 IDENTIFY ITS CAUSES

 DISCUSS THE FACTORS WHICH AFFECT THE DECISION

 ANALYZE THE ADVANTAGES AND DISADVANTAGES OF POSSIBLE SOLUTIONS
 STATE CONCLUSIONS AND RECOMMENDATIONS

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WORKS BEST WHEN READERS IS NEUTRAL
GENRAL TO PARTICULAR
 IDENTIFY THE PROBLEM AS IT AFFECTS THE ORGANIZATIONS
 DISCUSS THE PARTS OF THE PROBLEM
 PRESENT SOLUTION TO EACH OF THESE PART
PARTICULAR TO GENERAL
 DEFINE THE PROBLEM AS THE AUDIENCE SEES IT
 MOVE TO LARGER ISSUES OF WHICH THE PROBLEM IS A PART
 PRESENT SOLUTIONS
GEOGRAPHIC OR SPATIAL
 DISCUSS PROBLEMS AND SOLUTIONS BY UNITS , BY THEIR PHYSICAL
ARRANGEMENT
 MOVE FROM OFFICE TO OFFICE , BUILDING TO BUILDING , REGION
TO REGION .
A SALES REPORT USES GEOGRAPHIC PATTERN OF ORGANIZATION
FUNCTIONAL
 DISCUSS THE PROBLEMS AND SOLUTIONS OF EACH FUNCTIONAL
UNIT
 FOR EXAMPLE , A REPORT ON A NEW PLANT MIGHT DIVIDE DATA ON
THE PERSONNEL , OPERATION , FINANCE .
CHRONOLOGICAL
 RERORT EVENTS IN THE ORDER IN WHICH THEY HAPPENED
OR ARE PLANNED TO HAPPEN
 EXAMPLE – PROGRESS REPORT
COMPONENTS OF A FORMAL REPORT
 COVER
 TITLE PAGE – title of the report , whom the report is prepared for ,
whom it is prepared by release dare
 LETTER OF TRANSMITTAL
 TABLE OF CONTENTS
 LIST OF ILLUSTRATIONS
 EXECUTIVE SUMMARY
 REPORT BODY – INTRODUCTION , BACKGROUND , BODY , CONCLUSIONS ,
RECOMMENDATIONS , WORKSCITED
 APPENDICES

COMPONENTS OF INTRODUCTION
 STATEMENT OF PURPOSE – identifies the problem , the purpose of the report
 STATEMENT OF THE SCOPE – breadth of the area the report surveys
 LIMITATIONS – problems or factors that limit the validity of your recommendations

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  ASSUMPTIONS – statement whose truth you assume
 METHODS – how you gathered data
 DEFINITIONS OF TERMS
CONCLUSIONS AND RECOMMENDATIONS
 CONCLUSIONS SUMMARIZE POINTS MADE IN THE BODY OF THE
REPORT . NO NEW INFORMATION SHOULD BE INCLUDE .
 RECOMMENDATIONS ARE ACTION ITEMS WHICH WOULD SOLVE THE
PROBLEM
- Number them
- If controversial , give a brief paragraph of rationale for each

FORMAT HEADINGS
FIRST- LEVEL HEADINGS

Second – Level Headings

Third – Level Headings

Fourth – Level Headings
Fifth – Level Headings

FIRST – LEVEL HEADINGS

 USED FOR TITLES OF SHORT DOCUMENTS AND FOR CHAPTER TITLES
WITHIN LONG DOCUMENTS
 CENTER THEM , USING FULL CAPITAL LETTERS
 YOU MAY USE BOLD TYPE OR LARGER TYPE SIZE IF YOU CHOOSE
SECOND – LEVEL HEADINGS
 INTRODUCE DIVISION WITHIN MAJOR POINTS
 EITHER UNDERLINED OR PUT IN BOLD TYPE
 IN SINGLE – SPACED , TRIPLE SPACE BETWEEN THE PREVIOUS TEXT AND THE HEADING
 IN SINGLE – SPACED , DOUBLE SPACE BETWEEN THE HEADING AND THE TEXT THAT
FOLLOWS .

 IN DOUBLE-SPACED , DOUBLE SPACE TWICE BETWEEN THE PREVIOUS TEXT AND THE
HEADING : DOUBLE SPACE EITHER ONCE OR TWICE BETWEEN THE HEADING AND THE
FOLLOWING TEXT

THIRD-LEVEL HEADINGS

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  FLUSH WIT THE LEFT HAND MARGIN
 SET EITHER IN BOLD OR UNDERLINED
 IN SINGLE-SPACED , TRIPLE SPACE BETWEEN THE PREVIOUS TEXT AND THE HEADING
 IN A DOUBLE-SPACED , DOUBLE SPACE TWICE BEFORE THE HEADING
 IN BOTH , DOUBLE-SPACE BETWEEN THE HEADING AND THE TEXT WHICH FOLLOWS

FOURTH-LEVEL HEADINGS
 WILL APPEAR ONLY IN A LONG REPORT.
 USE THE NORMAL PARAGRAPH INDENTATION.
 UNDERLINED OR SET IN BOLD , AND FOLLOWED BY PERIOD.
 DOUBLE SPACE BETWEEN PREVIOUS TEXT AND THE HEADING.
 PARAGRAPH BEGINS ON THE SAME LINE ON WHICH THE HEADING IS
PLACED

FIFTH-LEVEL HEADINGS
 INTEGRAL PARTS OF THE FIRST SENTENCE OF THE FIRST PARAGRAPH
 UNDERLINED OR SET IN BOLD
 ONLY THE FIRST LETTER OF THE FIRST WORD IS CAPITALIZED
 NORMAL SPACING BETWEEN PARAGRAPHS

WRITING A PROGRESS REPORT

 SUMMARIZE YOUR PROGRESS REPORT IM TERMS OF YOUR GOALS AND YOUR
ORIGINAL SCHEDULE
 UNDER THE HEADING “WORK COMPLETE” , DESCRIBE WHAT YOU HAVE ALREADY
DONE IN DETAIL .
-acknowledge the people who have helped you
- describe the serious obstacle you have encountered and tell
how have dealth with them
 UNDER THE HEADING “WORK TO BE COMPLETED” , DESCRIBE THE WORK THAT REMAINS
 MAKE YOUR PROGRESS REPORT AS POSITIVE AS YOU HONESTLY CAN .

PROPOSAL
 DOCUMENT WHICH SUGGEST A METHOD FOR FINDING INFORMATION
OR SOLVING A PROBLEM
 MUST BE PERSUAVE
 MAY RECOMMEND ACTION

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WRITING A PROPOSAL
 WHAT PROBLEM ARE YOU GOING TO SOLVE ?
 HOW ARE YOU GOING TO SOLVE IT ?
 WHAT EXACTLY WILL YOU PROVIDE TO THE ADRESSEE ?
 CAN YOU DELIVER WHAT YOU PROMISE ?
 WHAT BENEFITS CAN YOU OFFER ?
 WHEN WILL YOU COMPLETE THE WORK?
 HOW MUCH WILL YOU CHARGE?
SALES PROPOSAL
 UNDERSTAND BUYER’S PRIORITIES
 DON’T ASSUME THAT THE BUYER WILL UNDERSTAND WHY YOUR
PRODUCT OR SYSTEM IS GOOD
 USE LANGUAGE APPROPRIATE FOR YOUR AUDIENCE .
 PROVIDE A ONE-PAGE COVER LETTER
-summarize the 3 major benefits you offer.
- discuss each of the major benefits .
- deal with any objections or concerns the reader
may have .
- mention other benefits briefly .
- ask the reader to approve your proposal and provide a reason
for acting promptly .

VISUAL-ATTRACTIVE DOCUMENTS
 USE WHITE SPACE
 USE HEADINGS
 LIMIT THE USE OF WORDS SET IN ALL CAPITAL LETTERS
 LIMIT THE NUMBER OF TYPEFACES IN A SINGLE DOCUMENT
 PUT IMPORTANT ELEMENTS IN THE TOP LEFT AND LOWER RIGHT
QUADRANTS OF THE PAGE
 USE HIGHLIGHTING , DECORATIVE DEVICES AND COLOR IN
MODERATION

Ebc HANDOUTS NO.4

EFM DELOS SANTOS

EXERCISE NO.1

I.AGREEMENT OF VERB WITH SUBJECT

Give a reason for using the singular or plural verb in the following
sentences .
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 1. There are seven men on the team , and every one of the seven ( is , are )
important.
2. The close relationship with deans , professor , and students ( make,makes )
the small college the choice of many people .
3. He is one of the few who ( is , are ) free from false aspiration and sentimentality .
4. Either rainfall or irrigation facilities ( supplies , supply )
most of the water uses in farming .
5. The experience of sports star and movie stars ( is , are ) similar when they are handling publicity .
6. She is one of those fussy housekeepers who ( makes , makes ) everyone
uncomfortable .
7. There ( has , have ) never been hard feeling between the families living
on this block .
8. Next in the waiting line ( were , was ) an old lady and her son .
9. The symptoms of lead poisoning ( varies , vary ) with each individual
case.

10. Statistics( has , have ) always been my waterloo.

11. The alumni of the University of the East ( meets , meet )

once a year to discuss the programs for the poor .

12. Everyone (thinks , think ) mathematics is a difficult subject .

13. Both of my sister and brother ( live , lives ) in a beach house .

14. The geese ( swim , swims ) in lake .

15. A number of nurses ( migrates , migrate ) to the United States every year .

Exercise NO.2
II PRONOUNS

1. (This, These) kinds of flower should be planted in the shade.

2. Neither Mary nor the boys finished (her, their) jobs.
3.The committee was unable to agree on a policy, and so (it, they) decided to meet again.
4.He is suspicious of any new enterprises because he doubts that (it or they) will be of any help to
our economy.

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 5.There is no need for household help, for no one has more housework that (he, they) can manage.
6. Any parent hope to obtain the best education possible for (his, their children).
7. Between you and ( I, me) brian cannot be trusted.
8. My brother is a better cook than (I,me).
9. The new president won’t know for several months just (who, whom) he can trust.
10. My father objects to (me , my) watching television every evening.
11. As for Myrna and (I, me) we always prefer to go to the mountains.
12. The ten remaining tickets will be given to ( whoever, whomever) applies first.
13. Marie knows she is brighter than (her, his)
14. (whomever, whoever)knows the answer may rise.
15. Mother opened the door (himself, herself).

EXERCISE NO. 3
III. ADJECTIVES AND ADVERBS .
Correct the use of adjectives and adverbs as may be necessary to bring the following sentences
up to the level of standard written English .
1. If you listen close , you should be able to hear it quite
distinct .
2. The colors in the kitchen contrasted harshly and looked
badly .
3. People today live more secure because of new drugs .
4. I know that I did not do too good on the final examination .
5. The sunshone brightly and the pine needles smelled sweetly .
6. We were real pleased that the experiment turned out so good .
7. After explaining her side , Tina proved more correct
than her sister .
8. Tito is the most kind person I have ever met .
9. Love is more livelier second time around .
10. The disastrous Thursday evening started out quite
natural .

EXERCISE NO. 4
IV VERBS
Correct any errors in the use of verbs in the following sentences .
1. She is very sad since her brother died .
2. The professor said that the moon was approximately 239,000 miles from the earth .
3. For the reader who has never ran across advertising of his kind , a further
Explanation may be necessary .
4. Our cat lay on the floor for hours and played with ball of strings .
5. The dog begun to growl when I started to rundown the walk .
6. The conductor , who was a pianist in his youth , showed us that he can still play .
7. By the time you finish college , I will be an old women .
8. I recognized the girl who spoke with me earlier at the dance .
9. Pam had known Peter since she was ten years old .

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 10. I could have swam the whole length of the pool had it not
drained .

EXERCISE NO. 5
PUNCTUATION AND CAPITALAZATION
1. If you want to save money , meet me on the patio for dessert .
2. There is one thing that I could use more money .
3. Stamp collecting , which requires great patience is as popular among
girls and boys .
4. A lot of things need repairing in the house : the windows , the bathroom floor , and the sala .
5. Someone has been scribbling graffiti on the wall in the theater bathroom
they need washing off badly .
6. Extreme right wing politicians believe that one thing hurts their cause negative press .
7. Ned replied , They’re okay if you don’t inhale the flames with the smoke .
8. Why don’t we go this saturday ask Magie I don’t have any plans .
9. My Mother asked me to cooked dinner on new year’s eve .
10. My favorite movie is “ for whom the bell tolls” .

Exercise NO. 6
Encircle the no. with an error.
1. No class room management technique will be effective for long
1 2 3
if effective teaching are absent .
4
2. This children cannot simply leave their problems at home in the morning
1 2 3
and collect them at night .
4
3. Beginning elementary and secondary teachers perceive classroom
1
management as their more serious problem of all .
2 3 4
4. A teachers job is to nurture the potential of children for achievement
1 2 3
and excellence .
4
5. Teacher who possess referent power care about their students and
1 2 3
he shows it .
4
6. The television series “West Wing” was named best drama series
1 2
for a third year in a row last Sunday by the Emmy award jurors.
3 4
7. Last year, senator Aquilino Pimentel , Jr. sponsored an
1 2 3
on-the-spot painting contest for the youth .

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8. These are my favorite things ; a piano , a computer, “The Old Man and
1 2 3
the Sea” by Hemingway , and Beethoven symphony .
9. The books you are reading are called “escape fiction”: those by the
1 2 3 4
Grace Livingstone Hill and the Harlequin romances .

EXERCISE NO. 7
A. IMPROVE THE EFFECTIVENESS OF THE FOLLOWING SENTENCES BY A SUITABLE
SUBORDINATION.
1. In English we had to learn many rules of grammar , and very few
if this rules are used today .
2. I am a law-abiding citizen; but , I will discuss my reasons for disliking
the policeman .
3. Five hundred men were too many to meet at one time, and instead the Council was divided into ten
smaller groups.

B. REVISE THE FOLLOWING SENTENCES TO MAKE THE ELEMENTS GRAMMATICALLY

PARALLEL.
1. In the course of summer I planned to read a dozen books, earn some money, and to have as good a time
as possible.
2. By the time dinner was served, the guest were hungry and showed some signs of boredom.
3. Applicants for this position must be Filipino citizens, willing to work abroad, and qualify under security
regulations.

C. CORRECT ANY FAULTS IN REFERENCE IN THE FOLLOWING SENTENCES.

1. Machines are constantly being invented to do work previously done by men, and this tend to increase
unemployment.
2. For the men went trout fishing early the next morning, but they did not catch any.
3. From the castle’s elaborate garden it looked like an illustration from a book of fairy tales.
4. In England they serve tea very afternoon.
5. A few are very wealthy but show almost no outward signs of it.
6. When there is harmony in the home, the child is the first to feel it.

D. CORRECT ANY DANGLING CONSTRUCTION IN THE FOLLOWING SENTENCES.

1. A trip abroad requires a good deal of money on hand before starting.
2. In determining social standing in this country, education and occupation are two very important factors.
3. The lesson was clearly explained, and if followed correctly, may failing grades could have been prevented.
E. REVISE THE FOLLOWING SENTENCES TO CORRECT THE MISPLACED MODIFIERS.
1. As well as being poorly dressed, like his brother, he was badly undernourished.
2. I put the book on the table which I had brought home from school.
3. Under the influence of narcotics I believe that his judgement was unreliable.
4. The one perhaps flaw in our social system is that it is so materialistic.
5. Invaluable experience can be gained at school which will always be a source of satisfaction to the
individual.

F. CORRECT SHIFTS IN VOICE, MODE, TENSE OR PERSON IN THE FOLLOWING SENTENCES.

1. If you plan to build a new house, some thought should first be given to the typical activities and interest of
your family.

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 2. If one has little social standing it the community, you are not expected to live like the upper class.
3. I hate to think what would happen if my favorite boss leaves the company.
4. Don’t ride the clutch; you should keep your left foot off the pedal.

G. FILL OUT ANY INCOMPLETE CONSTRUCTION IN THE FOLLOWING SENTENCES.

1. The story shows that man is capable of, and probably has, altered the traditional aims of
the Christian religion.
2. I derived much knowledge and had much respect for my high school teacher in history.
3. Trying to analyze my good points and weaknesses and made me a happier and secure
person.
4. Flying lessons are more attractive to men that women.
5. Paris is one of most exciting, if not the most exciting city
in the world.
6. Van Gogh’s style has been ranked with the greatest painters.

H. REVISE THE FOLLOWING SENTENCES TO ISE THEM MORE CONCISE.

1. It’s my opinion that it is most desirable that can a candidate for President should have had the opportunity of
becoming acquainted at first hand with the problem that an administrator must deal with it.
2. Perhaps what I have previously said might give a reader the impression that I do not place a very high value on
the acquiring of a college education, but this is not true; I consider that in this modern world of today a college
education is an absolutely indispensable attribute of a successful career.

I. CORRECT THE VIOLATIONS OF ENGLISH IDIOM IN THE FOLLOWING SENTENCES.

1. I differ from you with regards to the importance of inter-collegiate athletics
2. Ned was envious of me because my grades were superior than his.
3. Some new mothers approve breastfeeding.

J. MAKE THE FOLLOWING SENTENCES MORE SPECIFIC AND CONCRETE.

1. Since the weather was uncomfortable, we did not do much of anything.
2. Something was wrong with the telephone, we had a hard time communicating with the people
3. At one meal, we had favorite food.

K. SUPPLY FORCEFUL VERBS OR VERB FORMS IN THE FOLLOWING SENTENCES .

1. In some high schools there is a very definite lack of emphasis on the development of a program in remedial
English.
2. Great flocks of birds could be seen rising from the beach as we approached.

L. REWRITE THE FOLLOWING SENTENCES WITH DYNAMIC VERBS.

1. We will conduct a study of the relationship between family income and achievement of children.
2. This change result in simplification of structure.
3. The reports are explanation of the FAST test result.
4. More complex problems present a challenge to the brightest student.
5. He will be assigned to fly and maintain both new planes.
6. Also give consideration to all alternatives.
7. A solution to this problem can be realized by new techniques.
8. Figure includes a listing of all delinquent students.

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 9. An interruption in the program occurs when a word is transferred.
10. The elimination of oral reports will reduce the study load of computer students.

HANDOUT NO.2
EFM DELOS SANTOS

EFFECTIVE BUSINESS COMMUNICATION

STEPS IN THE WRITING PROCESS

 PLAN by answering the six questions for analysis below.

 ORGANIZE your information to fit your audiences, your purpose, and the situation.
 COMPOSE and make your document visually inviting.
 REVISE your draft to create a friendly, businesslike, positive style.
 EDIT your draft for standard English; double-check names and numbers.
 Use the response you get to plan future messages.

ANSWER THE SIX QUESTIONS FOR ANALYSIS

1. Who (are) your audience(s)? What characteristics of your audience(s) are relevant to this particular message?
If you are writing or speaking to more than one person, how do the people in your audience differ?
2. What are your purposes in writing?
3. What information must your message include?
4. How can you build support for your position? What reason or reader benefits will your reader find convincing?
5. What objection(s) can you expect your reader(s) to have? What negative elements of your message must you
de-emphasize or overcome?
6. What aspects of the total situation may affect reader response? The economy? The time of the year? Morale
in the organization? The relationship between reader and the writer? Any special circumstances?

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 2
ORGANIZE YOUR INFORMATION TO FIT YOUR AUDIENCES, YOUR PURPOSES,
AND THE SITUATION.

1. Put good new first.

2. In general, put the main point first. In subject line or first paragraph, make it clear that you’re writing about
something that is important to the reader.
3. Disregard point 2 and approach the subject indirectly when:
a. You have bad news to give the reader.
b. You must persuade a reluctant reader.

MAKE YOUR DOCUMENT VISUALLY INVITING

 Use subject lines to orient the reader quickly.
 Use headings to group related areas.
 Use list and indented sections to emphasize sub point and examples.
 Number points that must be followed in sequence.
 Use short paragraphs – usually six typed lines or fewer.

REVISE YOUR DRAFT TO CREATE A FRIENDLY, BUSINESSLIKE, POSITIVE STYLE

 Put positive information first, give it more space, or set it off visually in an indented list.
 Eliminate negative words whenever possible.
 Focus on what is possible, not what is impossible.

EDIT YOUR DRAFT FOR STANDARD ENGLISH

Always proofread your document before you send it out. Double-check the reader’s name, any numbers, and
the first and last paragraphs.

USE THE RESPONSE YOU GET TO PLAN THE FUTURE MESSAGES

Evaluate the feedback, or response, you get. The real test of any message is “Did you get what you wanted
when you wanted it?” If the answer is no, then the massage
has failed – even if the grammar is perfect, the words elegant, the approach creative, the document stunningly
attractive. If the message fails, you need to find out why.

AUDIENCE ANALYSIS
1. Who are my audiences?
2. What is my relationship to my audiences?
3. What are their likely attitudes toward my proposal?
4. How much do they already know?
5. Is my proposal in their interest?

WHO ARE MY AUDIENCES

Primary audiences include key decision makers and others whose support you need to carry out your project.

Secondary audiences include those who will be affected by your project and who, over
the long term, may have some influence on the decision makers.

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 BUSINESS WRITING
1. THE BUSINESS LETTER

ELEMENTS OF A BUSINESS LETTER

 Heading
 Inside Address
 Salutation
 Body
 Closing
 Signature

BAD-NEWS LETTER: CONTENTS

1. Provide a gentle opening.
2. Explain the situation that led to the bad news.
3. Give the bad news.
4. Offer suggestion that might encourage the reader, if it is possible to do so without sounding condescending.
5. Close the letter politely.

BAD-NEWS LETTER: WRITING STRATEGY

1. Keep an objective tone.
2. Use inductive-order organization to lead up to the specific message.
3. Use positive passive voice to keep the focus off the writer and on the message.
4. Use the third person pronouns when possible.
5. Use dependent clauses to create cause-and-effect logic that will help the reader understand the reason for
the bad news.

GOOD NEWS LETTER: CONTENT

1. Open with a positive statement.
2. Give the specific good-news message.
3. Provide reasons behind the message.
4. Establish a future relationship between the writer and the reader.
5. Close the letter.

GOOD NEW LETTER: WRITING STRATEGY

1. Employ a cooperative tone.
2. Use deductive-order organization to put the specific good-news message early in the letter.
3. Use active voice to stress positive verbs.
4. Use second person pronouns to keep the focus on the reader.
5. Consider using dependent clauses to keep the cause-and-effect relationship on the reason behind the good
news.

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COMPLAINT LETTER: CONTENTS
1. Provide an opening that explains the problem situation.
2. Give the specifics of the problem.
3. Explain why you are dissatisfied.
4. Identify what must be done to resolve the problem.
5. Provide a polite closing.

COMPLAINT LETTER: WRITING STRATEGY

1. Maintain an objective tone.
2. Use inductive-organization to lead up to the specific statement about the problem
and the suitable remedy.
3. Use active voice to be clear about who should do what to resolve the problem.
4. Rely on dependent clauses to establish cause-and-effect relationship.

COLLECTION LETTER: CONTENTS

1. Provide a gentle opening.
2. Set the facts of the debt/payment situation.
3. Identify the fact that a payment is late.
4. Request payment and late fee, if applicable.
5. Close politely.

COLLECTION LETTER: WRITING STRATEGY

1. Establish a cooperative tone.
2. Use deductive-order organization to lead up to the specific request for payment.
3. Use active voice that allows the friendly I and you pronoun reference.
4. Use short sentences to keep a statement-of-fact style.

CLAIMS LETTER: CONTENTS

1. Provide a polite opening the sets the context for the claim.
2. Make a specific request or claim.
3. Give the background information about why you are making the request. Be sure to identify the problem
leading to the claim.
4. Offer a goodwill closing.

CLAIMS LETTER: WRITING STRATEGY

1. Maintain an objective tone.
2. Organize material in a deductive order that makes a specific request early in the letter.
3. Use active voice to accent verbs since you are seeking action.
4. Employ second person pronouns to stress that you expect the reader to act.
5. Consider effective dependent clauses to highlight cause-and-effect relationships .

2. THE SHORT REPORT

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 STEPS IN THE WRITING OF A SHORT REPORT

1. Plan your message.

Establish your purpose.
Choose a medium and channel.
Consider legal and ethical issues.
Analyze your audience.
Gather necessary resources.

2. Organize your message.

Free write major points.
Choose an organizational strategy.

3. Compose your message.

4. Evaluate your message.
I. PLANNING
A. Establish your purpose. Overall, reports have one of two general purposes :
1. Informal – Do you intend to report only information you have compiled?
2. Analytical – Do you intend to analyze information you have compiled, reach conclusions, and then provide
recommendations to management about how problems can be solved?
Specific purposes reports for the following:
1. Progress report. To inform others of a task group’s progress toward completing a project; to outline
problems encountered on a project and the future steps necessary to reach a specific goals; to periodically
report sales figures, production totals, and quotas; and to provide a detailed, factual record pf what
transpired during a meeting.
2. Feasibility studies. To assess the feasibility of purchases, mergers, and acquisitions, new products, services,
and procedures.
3. Justification reports. To justify the purchase of equipment, the hiring or firing of personnel, and the
investment of money.
4. Problem solving report. To analyze a current problem and recommendation solutions to a superior.
5. Proposals. To propose new products, services, or plans to a client; to seek monetary grants advertised by
the government agencies in exchange for manufacturing a product, research and development, or
performing a service; and to seek approval to do research on a specific topic.
6. Business Plans. To influence readers into investing funds in the company for which the plan is developed.
7. Periodic reports. To report sales figures, production totals, and quotas.

B. Choose a medium and channel

Before you organize or compose your reports, you need to consider how it will be presented. If your report is
routine, something that is prepared on a regular basis, you generally will be expected to adopt the format and
length that has been used in the past. Four basic formats are used for short reports:

1. Standard form. Preprinted forms or computer-generated forms are often used for reports produced on a
routine basis.
2. Memo report. If report is to be sent to someone within the company, this format may be used.
3. Letter report. Short report that are compiled for individuals outside your company may be formatted as
letters. You may use this format if the report is no longer than five pages.
4. Manuscript. This is formal and is generally used for reports longer than 10 pages.

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 C. Consider Legal and Ethical Issues
Legal and ethical issues concerning the composition of short reports center around the need for honesty,
objectivity and accuracy. What you say must be truthful, and the information and findings you report must be
real, not manufactured to prove a point for which no real evidence could be found. Objectivity requires that
you report all sides of any issue, not just information relevant to solutions you would prefer. Because it is
essential that reports be accurate, your information and recommendations be correct. Verify the data on
which your conclusions and recommendations are based. Double check statistical data.

Here are some guidelines that will help you meet acceptable ethical and legal standards as you prepare your reports:
1. Avoid bias. Avoid exaggeration, overgeneralizations, and “loaded” words.
Don’t assert opinions as facts.
2. Avoid generalities; express facts, data, and events specifically.
3. Give credit for borrowed material. Acknowledge the source of anything taken from someone else’s work.
4. Provide plenty of valid evidence for conclusions. Explain the expertise of your sources, and distinguish
between verifiable facts and opinions.
5. Base the recommendations on the conclusions.

D. Analyze your audience

Your reader’s familiarity with the topic of the report and his/her likely reaction to the information and
recommendations dictate the report’s length and the arrangement of the information. Therefore, take a few
minutes to analyze your reader(s) before you begin composing any short report. To whom will the report be
distributed? How receptive are your readers to the topic? What expectations will they have of the format and the
degree of formality?

E. Gather necessary resources.

If the report you will be writing requires research, gather all information you
will need before you begin. Most short reports for use within the company are based on data available in
company files. Will you need visual aids of any kind in the report? If so, will you prepare them yourself, or does
your company have a graphic department better able to prepare professional-looking visuals? How much time
and money are available to spend on graphics and to wait for them to be produced?

II ORGANIZING A SHORT REPORT

How reports are organized depends on many things, including your topic and purpose, the familiarity of the reader
with your topic, and his/her probable reactions to the contents.

The organization stage of writing a short report is much the same as the organization stage of writing a short letter or
memo. You begin by freewriting to determine the major points, and then you choose an appropriate organizational
strategy.

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 A. Free write major points
1. Write the purpose of your short report at the top of the page so you will always have it in mind.
2. Using words and phrases, not complete sentences, write down as fast as you can and in whatever order
they come to mind everything you can think of that should be said in this study.

B. Choose an organizational strategy

1. Direct arrangement
a. Conclusions and recommendations
b. Introductory material, such as background, purpose, research methods, other explanatory information
c. Findings

2. Indirect arrangement
a. Introductory material
b. Findings
c. Conclusions and recommendations

III COMPOSING THE MESSAGE

Use informal and formal writing styles to best advantage.

A. Formal Writing Style

Adds power by emphasizing facts and analysis.
1. Do not use first or second-person personal pronouns
2. Avoid using third-person pronouns (they and them)
3. Avoid referring to yourself as “the writer”.
4. Do not use slang or clichés.
10

5. Do not use contractions

6. Emphasize passive verbs.
7. Do not use emotional language ( that is excessive adjectives and adverbs ) or exclamation points.
B. Informal Writing Style
Adds personable tone by emphasizing the readers and his/her needs.
1. Emphasize second-person personal pronoun (you, your)
2. De-emphasize we-oriented pronouns (we, our)
3. De-emphasize all reference to the writer (I, my, company name)
4. Avoid using slang or clichés unless the reader will understand them.
5. Avoid using contractions
6. Emphasize active verbs.
7. Avoid emotional language and exclamation points.

IV EVALUATING A REPORT
Checklist for short report:
A. Progress Reports

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 1. Did you consider the reader’s expectations in deciding how much information is needed in the
introduction?
2. Are problems you encountered included and are they honest?
3. Did you include all these elements: progress toward meeting goals, new activities this period, activities for
next period, and problems encountered?
4. Have you disclosed clearly and completely everything that should be communicated?
5. Does the message achieve the purpose established during the free writing?
6. Will the quality of your arguments, conclusions, generalizations, and assumptions stand up to scrutiny?
B. Readability
1. Is the reading level appropriate for intended reader(s)?
2. Are lists used when necessary to improve the clarity of complex?
information or questions?
3. Are visual aids used to aid in the flow of information?
4. Are visual aids introduced in the text and inserted as soon as possible after their introduction?

11
C. Format and appearance
1. If standardization is important, did you use a standardized format?
2. For internal reports, did you use memorandum format or manuscript format?
3. For external reports, did you use letter format or manuscript format?
4. Have subsequent pages been properly labeled?
5. Are side margins equal?
D. Others
1. Is the entire message truthful?
2. Have you been fair to all concerned?
3. Would you be proud if everyone you know was aware of all the details of this transaction?
4. Is your communication within the bounds of the law?
5. Have you avoided deliberate distortions, slang, discriminatory language, clichés, redundancies, roundabout
expressions, and confusing foreign expressions?

MEMO WRITING
Memos have one purpose in life: as the authors of Business Writing Strategies and Samples put it, “Memos solve
problems”

Memos solve problem either by informing the reader about new information, like policy changes, price increases,
etc., or by persuading the reader to take an action, such as attend a meeting, use less paper, or change a current the
production procedure. Regardless if the specific goal, memos are most effective when they connect the purpose of
the writer with the interest and needs of the reader.

What is a Memo?
When you think of a memo, what do you think of? Is it a little piece of paper with a cute letterhead that says
something like:
“From the desk of ...”or ” Don’t forget …”or ”Reminders…”

The message itself may be very simple—something like:

“Buy more paper clips” or “ Meet me with the President at 2:30” or “Mom, were out of fudge pops”.

25
 12

While those memos are informative or persuasive, and may serve their simple purposes, more complex memos are
often needed in an office setting. But don’t let that worry you. Even though business memos may be more formal and
complicated, the intention in writing one is still the same. You want to achieve your purpose with your reader
effectively. This handout will show you how.

Basic Memo Plans

Standard office memos can be approached in different ways to fit your purpose. Here are three basic plans:
1. The direct plan, which is the most common, starts out by stating the most important points first and then
moves to supporting details. This plan is useful for routine information and or relaying news.
2. The indirect plan makes an appeal or spews out evidence first and arrives at a conclusion based on these facts.
This plan is best used when you need to arouse your reader’s interest before describing some action that you
want taken.
3. A combination approach can be used for the balanced plan. This plan is particularly useful when relying bad
news, as it combines information and persuasion.

Parts of a Memo
Standard memos are divided into segments to organize the information and to help achieve the writer’s purpose.

Heading Segment
The heading segment follows this general format:

TO: (reader’s name and job titles)

FROM: (your name and job title)
DATE: ( complete and current date)
SUBJECT: ( what the memo is about, highlighted in some way)
13

Troubleshooting tips:

 Make sure you address the reader by his or her correct name and job title. You might call the company
President “Maxi” on the golf course or in an informal note, but “Rita Maxwell, President” be more
appropriate for a formal memo.
 Be specific and concise in your subject line. For example, “Rats” as a subject line could mean anything from
a production problem to a personal frustration. Instead use something like, “ Curtailing Rat Extremity Parts
in our Product”.

Opening Segment

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 The purpose of a memo is usually found in the opening paragraphs and is presented in three parts: the context
and problem, the specific assignment or task, and the purpose of the memo.
1. The context is the event, circumstances, or background of the problem you are solving. You may use a
paragraph to establish the background and state the problem or simply the opening of a sentence, such as, “In
our effort to reduce rat parts in our product ….” Include only what your reader needs, but be sure it is clear.
2. In the task statement you should describe what you are doing to help solve the problem. If the action was
requested, your task may be indicated by a sentence opening like, “You asked that I look at ….” If you want to
explain your intentions, you might say, “To determine the best method of controlling the percentage of rat
extremities, I will….”
3. Finally, the purpose statement of a memo gives your reason for writing it and forecasts what is in the rest of
the memo. This is no time to be shy. You want to come right out and tell your reader the kind of information
that’s in store. For example, you might say: “This memo presents a description of the current situation, some
proposed alternatives, and my recommendations. “If you plan to use headings for your memo segments, you
can refer to your major headings in this forecast statement to provide a better guide for your reader.

14

Troubleshooting hints:

 Include only as much information as is needed by the decisions-makers in the context, but be convincing that a
real problem is exists. Do no ramble on with insignificant details.
 If you are having trouble putting the task into words, consider whether you have clarified the situation. You
may need to do more planning before you’re ready to write your memo.
 Make sure your purpose-statement forecast divides your subject into the most important topics that the
decision-maker needs.

Summary Segment
If your memo is no longer than a page, you may want to include a separate summary segment. This segment provides
a brief statement of the key recommendations you have reached. These will help your reader understand the key
point of the memo immediately. This segment may also include references to methods and sources you have used in
your research, but remember to keep it brief.

You can help your reader understand your memo better by using headings for the summary and the discussion
segment that follow it. Try to write headings that are short but that clarify the content of the segment. For example,
instead of using “Summary” for your headings, try “New Rat-Part Elimination System,” which is much more specific.
The major headings you choose here are the ones that will appear in your purpose-statement forecast.

Troubleshooting hint:
You may want to wait until after the report is drafted and all conclusions and recommendations have been decided
before writing the summary.

Discussion Segment
The discussion segments are the parts in which you get to include all the juicy detail that support your ideas. Keep
these two things in mind:

27
 15
1. Begin with the information that is most important. This may mean that you will start with key findings or
recommendations.
2. Here you want to think of an invented pyramid. Start with your most general information and move to your
specific or supporting facts. (Be sure to use the same format when including details: strongest-----> weakest.)

Troubleshooting hints:

 For easy reading, put important points or details into lists rather that paragraph when possible.
 Be careful to make lists parallel in grammatical form.

Closing Segment
Now you’re almost done. After the reader has absorbed all of your information, you want to close with a courteous
ending that states what action you want your reader to take. Make sure you consider who the reader will benefit
from the desired actions and how you can make those actions easier. For example, you might say, “ I will be glad to
discuss this recommendation with you during our Tuesday trip to the spa and follow through on any decisions you
make.”

Necessary Attachment
Make sure you document your findings or provide detailed information whenever necessary. You can do this by
attaching lists, graphs, tables, etc. at the end of your memo. Be sure to refer to your attachment in your memo and
add a notation about what is attached below your closing, like this:

Attached: Several Complaints about Product , January - June 1997

READABILITY
Readable paragraphs:
1. Contain only one main idea.
2. Usually begin with a topic sentence.
3. Are tied together by effective transitions (therefore, however, furthermore, in addition to, step one, step two,
finally, consequently, in conclusion, etc.)
4. Are not longer than 8 typewritten lines.
16

Readable format:
1. Select attractive formats that leave approximately 50 percent white space on a page.
2. Include all the elements people expect to see. (Not typing a date on a letter might cause the reader to focus on the
omission rather on the message itself).
3. Use headings and subheading to guide the reader.
4. Use list to break large amounts of complex information into easily understood parts.
5. Use tables, illustrations, and other visual aids to present large amounts of information in less space.

EMAIL WRITING

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Can I send attachments?

Yes, as long as you are sure that your recipient can receive them. Sending attachments is a normal practice when you
are submitting documents for review or exchanging information in the workplace. Here are some tips to consider
before attaching a document.

 Title the document that you are attaching in a way that is easy for the recipient to find once he or she
downloads it is his or her files.
For examples, if you are sending a document that is a goal statement then title it
“goalstatement.doc.”
 In the content of your email, tell your recipient what type of software was used to create the document, the
year/version, and the title of the attachment.
For example: “The file attached is called ‘goalstatement.doc’ and it is MSWord 2000.”
 Make sure that you do not send overly large attachments unless you are sure that your recipient’s internet
connection and email client can handle them. For example, a user on a 56k dialup would have to spend a long
time downloading a 5M Power Point File, whereas a co-worker on a fast work connection would have no
problem.
 Don’t send unnecessary attachments—if you’ve already presented all of the relevant information in an email
message, don’t attach a word document repeating the same information.

17

How long should my email be?

In general, the email should be approximately one page printed or the length of your computer screen before
scrolling. However, there are times when email messages need to be longer to convey important information. Often
times organizations seeking to reduce their paper cost will use email as their primary source of communication.
Longer emails generally consist if: orientation schedules and information, memos, convention information, new
letters, and policy changes.

When you need to write a long email try to include three essential elements at the top of the email: (a) an executive
summary at the top of the document, (b) how soon a response is required from then recipient(s), and (c) a table of
contents.

An executive summary
This is a short summary of everything in the email document including the main goal of the email or the bottom line.”
*
For example: “Welcome to ZDF Company. This email contains important information about your orientation week.
You will find the five day schedule, names of speaker, the menu, hotel arrangement and testimonials from employees
who previously participated.”

Required response
Because your reader is most likely going to read the first few lines of your document thoroughly and browse through
the rest, if you needed to have him or her respond by a certain time with certain information, that should be stated
with in executive summary.

29
For example: “Please let me know by Wednesday whether you are attending the meeting.”

18

Table of contents
A table of contents allow the reader to pick and choose what sections of the email are most relevant to him or her. A
person is most likely to comply with your request when you make it easy for him or her to navigate your materials.

For example:
Table of contents
- Five Days Schedule
- Speaker List
- Menu
- Registration Form
- Hotel Arrangement
- Travel Reimbursement Policy

A I flaming someone? (And what does “flaming means?)

Flaming is a virtual term for venting emotion online or sending inflammatory emails.* It is best to avoid flaming it
tends to create more conflict and tension.

1
EBC HANDOUTS NO.3A
EFM Delos Santos

30
 THE TEN C’S OF WRITTEN COMMUNICATIONS
1.COMPLETENESS
Your business message is complete when it contains all the fact the reader or listener needs for the reaction you
desire.
1.1 Provide all necessary information. One way to help to make your message complete is to answer the 5W question
and any other essentials such as HOW. For instance, to order a merchandise, make clear what you want, when you
need it, to whom and where it will be sent, and how payment will be made.
1.2 Answer all question asked. A prospective costumer’s reaction to an incomplete reply is likely to be unfavorable.

2. CONCISENESS
This is saying what you have to say in the fewest possible words without sacrificing the other C qualities.
2.1 Eliminate wordy expressions
Wordy – at this time
Concise – now
Wordy – Due to the fact that
Concise – Because
2.2 Omit trite, unnecessary expressions
Wordy – Please be advised that your admission statement was received.
Concise – Your admission statement has been received.
Wordy – Allow me to say how helpful your response was.
Concise – Your last response was helpful
2.3 Replace conventional statements with concise versions.
Wordy – Please find attached the list you requested.
Concise – The list you requested is attached.
2.4 Avoid using empty phrases.
Wordy – There are four rules that should be observed.
Concise –four rules should be observed
2.5 Omit “which” and “that” clauses whenever possible.
Wordy- She bought desks that are of the executive type
Concise – She bought executive-types desks.
2
2.6 Get to the important point tactfully and concisely.
Wordy – We herby wish to let you know that our company is pleased with the confidence you have
reposed in us.
Concise – We appreciate your confidence.
2.7 Use a shorter name after you have mentioned the long once.
2.8 Avoid roundabout expression (phrases that use many pompous, stilted words when fewer and simpler
words would do).
Roundabout expression Suggested revisions
am in receipt of have
at the present time now, currently
due to the fact that because
For your information (omit; it say nothing )
In order to to, so, so that
in the near future soon
must ask you to (just ask)

31
regret to inform you I am sorry … I regret
wish to thank you for thank you for
2.9 Avoid Redundant expression (words that say the same things twice ).
Redundant expression Suggested Revisions
ask the question ask, question
close proximity close, in proximity
consensus of opinion consensus, opinion of the group
each and every each, every
end product product
end result result
exactly identical exactly, identical
first and foremost first, foremost
necessary requirement necessary, necessity, requirement
past experience in the past, experience
visit with visit
3

3.1 Avoid euphemisms (terms chosen to soften harsh reality). Consider the abundance of words we use to
avoid saying someone is dead: pass on, gone to the other side, kicked the bucket, bought the farm, bit
the dust, and passed away. For pregnant: in the family way, with child, expecting; for toilet : restroom,
bathroom, the facilities, powder room, little room, comfort room; for Drunkenness “driving the
porcelain bus”, plastered, hammered, three sheet to wind, liquefied, loaded ; for killing: liquidating the
opposition.

3 . CONSIDERATION
This means preparing the message with the message receivers in mind; try to put your self in their place. You
do not lose your temper, you do not accuse, you do not charge them without facts. You are aware of their
desires, problems, circumstances, etc. Handle the matter from their point of view. This thoughtful
consideration is called the “ you-attitude”.

3.2 Focus on “you” instead of “I” . Focus on how the message receivers will benefit, what they will receive,
and what they want or need to know.
We – attitude – We are delighted to announce that we will be extending our hours to make shopping more
convenient.
You- attitude-You will be able to shop evenings with the extended hours.
The use of “you” in negative situations can be avoided by employing the passive voice, making the receiver
part of a group, or depersonalizing the situation.
Insensitive- you failed to enclose the check in the envelope.
Considerate- the proposed plan has three aspects that need clarification.
3.3 Show audience benefit or interest in the receiver
Benefits must meet recipient's needs, address their concerns, or offer them rewards. Personalize the
reader benefits instead of stating them in a general way.

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 Without reader benefit – You will be glad to know that we now have a walk-up window open every
day.
With reader benefit – You can now take care of your banking needs at our new Walk-up Window.

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3.4 Emphasize positive, pleasant facts
Stress what can be done, instead of what cannot be done.
Negative-unpleasant – It is impossible to open a new account for you today.
Positive-pleasant – As soon as your signature reaches us , we will gladly open a new account for you.
4. CONCRETENESS
This means being specific, definite, an vivid rather than vague and general.
4.1 Use specific facts and figures. Use precise name of people, places, things, emotions, and actions
wherever you can.
Sight: What sight can be included? Consider color, shapes and sizes.
Sounds: What sounds should be added? We’re there loud noises: subtle background sounds; peaceful,
relaxing sounds; piercing, metallic, or unpleasant sounds?
Smell: Were any smell present? We’re you in a kitchen, near the ocean, passing by a new oiled street?
Were you at a produce stand or in a gymnasium?
Taste: Taste might be involved even if you did not eat or drink anything. A strong smell evokes a taste
sensation too.
Touch: Consider the less obvious touch sensations as well as obvious ones involving pain or pleasure.
We’re you standing in sand or on hot pavement? Was there a breeze? Was it raining?
Example: The house was rundown.
The three tract house on the corner of Liliw St and Banyan Road had deteriorated into a ruin
of broken windows, peeling paint and splintered, termite-infested walls.
Vague – She is intelligent.
Concrete – She is graduated “ Summa cum laude” with a grade-point average of 1.2 from U.P.

4.2 Put action in your verbs

4.2.1 Use the active voice. Sometimes, however, you may prefer the passive voice instead of active such as
when you want to avoid personal, blunt accusations.
4.2.2 Put actions in verbs, not nouns.
Action in nouns – The function of this office is the collection of payments and the compilation of
statements.
Action in verbs – This office collects payments and compiles statements.
4.2.3 Put action in verbs, not in infinitives
Action in Infinitives – The duty of a secretary is to check all incoming mail and to record it .
Action in verbs – A secretary checks and records all incoming mail.
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5. CLARITY
Getting the meaning from your head into the head of your reader – accurately – is the purpose of clarity.

5.1 Choose precise, concrete and familiar words.

Unfamiliar – After our perusal of pertinent data, the conclusion is that a lucrative market exists for the
subject property.
Familiar – The data we studied show that your property is profitable and in high demand.
5.2 Choose specific words rather than vague words. The main drawback of vague abstract words is that
they leave too much room for interpretation. When you write or speak , use words that tell the other
person exactly what you want him to know.

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 Avoid using too many words that end in – tion, -ness, -ance, and -ence.
Also, avoid such adverbs as immediately.

Vague: The illustration causes confusion. Therefore, it is of outmost importance that a revision be
made immediately.
Specific: The sketch confuses consumers and must be revised by July 6, this year.
5.3 Use familiar words in business correspondence.
Unfamiliar Familiar
surmise guess
surreptitious secret
perusal reading
troika group of three in a position of authority

Unfamiliar: The continuation of all existence as well as the twice-daily rise landfall of the oceans forgo
a rest in expectation for mortal living bodies.
Familiar: Time and Tide wait for no man.
5.4 Avoid the use of jargons, slang and colloquialisms
Jargons is the language that develops around a profession. For example, airlines use the word spoilage
for empty seats.
Slang , a vocabulary identified with specific groups, is a form jargon. It should be not be used in
business messages because these are supposed to be professional.

Colloquialisms, another form of jargon, are words and phrase used by specific regions or country. Like slang,
colloquialisms do not translate well, although they are picturesque. Cowboys shake a good at a watering hole instead
of dancing at a local bar

5.5 Avoid the use of out-of-state and trite expressions, and foreign expressions,
Out-of-date and Trite Expressions Suggested Revisions
according to our records the record show
acknowledged receipt of thank you for
attached hereto attached is
enclosed please find enclosed is
enclosed herewith enclosed is
If I can be of further assistance… if you need help, please call
In due course By July 15
inasmuch as since, because
kindly please advise please let me know
of the opinion think, believe
per you request as you requested
please so not hesitate to write please write
pursuant to our agreement as agreed
take this opportunity to (omit; get to the point)
thank you in advance your cooperation will be appreciated
under separate cover separately

A cliché is another form of trite expressions. The problem with clichés is that they are often misunderstood by people
from different culture.

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Example of clichés:
a bird in hand is worth two in the blush
a fly in the ointment
a team player
bolt out of the blue
can of worms
clear as crystal
hard as nails
in a nutshell
in hot water
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jump to conclusions
King Midas touch
knock it off
lot of bull
pay through the nose
security blanket
sink or swim
soft as silk
white as snow

Foreign expressions: Some foreign phrases are commonly used in law and some other profession but they should be
avoided in business.

Foreign expressions Meanings

per a, an, each
ipso facto by the fact, because of that
ex post facto after the fact
ibid in the same place
op.cit. in the work cited previously
i.e. that is, specifically
e.g. for example

5.6 Construct effective sentences and paragraphs.

5.6.1 Length- Generally shirt sentences are preferred. The suggested average sentence length is 17 to 20
words.
5.6.2 Unity- There should only be one main idea in a sentence.

6. COURTESY
True courtesy involves being aware not only of the perspectives of others, but also their feelings. It is
politeness that grows out of respect and concern for others.
6.1 Be sincerely tactful, thoughtful and appreciative.

Tactless – Clearly, you did not understand my latest letter.

Tactful- Sometimes my wording is not precise; let me try again.

6.2 Use expressions that show respect.

Omit the following irritating expressions:
contrary to your inference
delinquency
8

I do not agree with you

if you care

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 I’m sure you must realize
obviously, you overlooked
owing to your questionable credit, we are unable to
surely, you don’t expect
we find it difficult to believe
we take issue
why have you ignored
you are probably ignorant of the fact
you claim that
you did not tell us
you failed to
you forgot to
you leave us no choice
you should know
your complaint
your failure to
your insinuation
your neglect
your stubborn silence

6.3 Choose non-discriminatory expressions

Avoid sexist terms- freshmen (first year students), man-made (built by)
6.4 Use positive words and avoid negative terms to avoid unpleasant reactions..
Positive Words
achievement initiative smile
accuracy joy success
advantage judgement thank you
agree kind think
benefit lasting thoughtfulness
character level-headed thrive
comprehensive loyal trust
cooperation maximum truth
confidence music understand
determined neatness willingness
diplomacy opportunity unity
excellence pleasure useful
generosity productive valuable
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good profit victory

grateful pure warm
guarantee reasonable willingness
happiness reliable wonderful
helpful satisfaction you
honesty save your
ideal security

Avoid negative words such as these :

absurd disrepute killing

alibi egotism lazy
allege embezzle liar
anger enrage meaningless

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 attack error mistake
avenge failure obstacle
awkward fearful obstinacy
backward fight pain
blame guilty policy
careless hopeless politics
complain humiliate poor
condemn hurt ridicule
contrary illicit standstill
counterfeit imperfect suspicious
coward inconvenient threat
discouraging insecurity ugly

Negative: Your order No.23 will be sent without delay.

Positive: Your order No.23 will be shipped to you by July 5.

Negative: Don’t waste money on overpriced products.

Evaluation: Avoid combining you with a negative.
Positive: Take advantage of quality products at affordable prices.

Negative: We never make adjustments without seeing the merchandise that failed to satisfy.
Evaluation: The use of we does not reflect the you attitude. It is also bad form to combine references to your
merchandise with the word failed.
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Positive: An adjustment decision will be made promptly at any of our convenient outlets.
Negative: We cannot quote you a price until we have seen the specifications.
Evaluation: Don’t dwell on what you can’t do; concentrate on what you can do.
Convince people that what you want will also benefit them.
Positive: A price quote will be rushed to you as soon as your specifications for the parts arrive.

6.5 Active and Passive words

Use active and passive words when each is most appropriate.
Passive : The price was discounted by the broker.
Active : The broker discounted the price.

Notice how weak the passive pattern is.

Another problem with passive sentences is that they can be used to mislead.

Passive: The president's leadership has been criticized frequently.

Active: Union leaders criticized the president’s leadership.

However, despite the possible misuse of passive words, sometimes they are better than active words. When
the content of the message is more important than who said it or did it, the passive voice is appropriate.

Passive: The original copy of the document was destroyed.

You can also use the passive voice to emphasize the message's recipient than you or your company.
Passive: Your request will be given top priority.
Active: We will give your request top priority.

7 . COHERENCE

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Coherence is product of many different factors, which combine to make every paragraph, every sentence, and every
phrase contribute to the meaning of the whole piece. It is the product of two factors- paragraph unity and sentence
cohesion.

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Paragraph Unity
To a achieve paragraph unity, a writer must ensure two things only. First, the paragraph must have a single
generalization that serves as the focus attention, that is, a topic sentence. Secondly, a writer must control the content
of every other sentence in the paragraph's body such that (a) it contains more specific information than the topic
sentence and (b) it maintains the same focus of attention as the topic sentence.

Sentence Cohesion
To achieve cohesion, the link of one sentence to the next, consider the following techniques:
1. Repetition. In sentence B (the second of any two sentences), repeat a word from sentence A.
2. Synonymy. If direct repetition is too obvious, use a synonym of the word you wish to repeat. This
strategy is call 'elegant variation'
3. Antonymy. Using the 'opposite' word, an antonym, can also create sentence cohesion, since in
language antonyms actually share more elements of meaning than you might imagine.
4. Pro-forms. Use a pronoun, pro-verb, or another pro-form to make explicit reference back to a form
mentioned earlier.
5. Collocation. Use a commonly paired or expected or highly probable word to connect one sentence to
another.
6. Enumeration. Use overt markers of sequence to highlight the connection between ideas. This system
has many advantages: (a) it can link ideas that are otherwise completely unconnected, (b) it looks
formal and distinctive, and (c) it promotes a second method of sentence cohesion, discussed in (7)
below.
7. Parallelism. Repeat a sentence structure. This technique is the oldest, most overlooked, but probably
the most elegant method of creating cohesion.
8. Transitions. Use a conjunction or conjunctive adverb to link sentences with particular logical
relationships.
a. Identity. Indicates sameness.
that is, that is to say, in other words, …
b. Opposition. Indicates a contrast.
but, yet, however, nevertheless, still, though, although, whereas, in contrast, rather, …
c. Addition. Indicates continuation.
And, too, also, furthermore, moreover, in addition, besides, in the same way, again, another,
similarly, a similar, the same, …
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d. Cause and effect.
therefore, so, consequently, as a consequence, thus, as a result, hence, it follows that,
because, since, for, …
e. Indefinites. Indicates a logical connection of an unspecified type.
In fact, indeed, now, …
f. Concession. Indicates a willingness to consider the other side.
admittedly, I admit, true, I grant, of course, naturally, some believe, some people believe, it
has been claimed that, once it was believed, there are those who would say, …
g. Exemplification. Indicates a shift from more general or abstract Idea to a more specific or
concrete idea.

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 for example, for instance, after all, an illustration of, even, indeed, in fact, it is true, of course,
specifically, to be specific, that is, to illustrate, truly, …
Creating Coherence in your Writing
Writing is coherent when the relationships among the ideas are made clear to the reader. Coherent writing moves
logically and consistently from one point to another. Each idea should relate clearly to the other, with one idea
flowing smoothly to the next. As the author, you know in advance (hopefully) which direction your essay will take, but
you need to be sure that this train of thought is also clear to the reader who is trying to follow your argument.

Many elements contribute to smooth and coherent writing. However, the major components are logical sequence of
ideas and clear transition between ideas.

 A logical sequence of presentation is the most important single requirement in achieving coherence.
 Thoughtful transition is also essential to coherence, for without your transition your writing cannot achieve
the smooth flow from sentence to sentence and from paragraph to paragraph that is required for coherence.
Transition provide s means of linking ideas to clarify the relationship between them. A lack of transitional
devices can make your text confusing for your reader.
Creating Coherence through Transitions
Notice the difference between the following paragraphs, the first without and the second with transition.

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 The moon has always been an object of interest to human beings. Until the 1960s, getting there was only a
dream. Some thought that we were not meant to got to the moon. In 1969 Neil Armstrong stepped onto the
lunar surface. Moon landings became routine to the general public.
 The moon has always been an object of interest to human beings, but until the 1960s, getting there was only a
dream. In fact, some thought that we were not meant to go to the moon. However, in 1969 Neil Armstrong
stepped onto the lunar surface. After that moon landings became routine to the general public.

The transitional words and expressions in the second example fit the ideas snugly together, making that paragraph
read more smoothly than the first. Attention to transition in longer works is essential if your reader is to move
smoothly from point to point in your writing and not find the essay so hopelessly confusing that she/he gives up after
one page.

Transitions between Sentences

There are many ways to achieve effective transition between sentences, including:

 Using transitional words and phrases

 Repeating key words or ideas from preceding sentences
 Referring to antecedents in previous sentences with nouns or pronouns
 Using parallel structure ( that is , by repeating the pattern of a phrase of clause )
Consider the following short paragraph, in which al these means are employed:

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Representative of many American university towns in Millville. This Midwestern town, formerly a sleepy farming
community, is today the home of a large and busting academic community. Attracting students from all over
Midwest, this university has grown very rapidly in the last ten years. This same decade has seen a physical expansion
of the campus. The state, recognizing this expansion, has provided additional funds for the acquisition of land
adjacent to the university. The university has become Millville's major industry, generating the most of the town’s
income-and, of course, many of its problems, too.
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- Examples of transitional words or phrases: “formerly”, “today”, “of course”, “to”

- Examples of repetition of key words or phrases: “town”, “university”, “expansion”
- Examples of references to antecedents: “Millville” and “This Midwestern town”, “last ten years” and “this
same decade”, “the town's income” and “its problems”
- Example of the use of parallel structures: “sleepy farming community”, “bustling academic community”
8 . CORRECTNESS
At the core of correctness is proper grammar, punctuation and spelling. Check accuracy of figures, facts and
words. (See separate handout)
9 . CREDIBILITY refers to the status of the communicator whether as himself or as representative of the company.
As a message sender, you must write information that is true and believable. The letter must sound sincere and
honest, anchored on the company's good reputation in the industry, which should have been built over the
years.
10 . CONSISTENCY of tone and style within the letter reflects the writers careful preparation and execution. From
the opening sentence to the last word, you must use only one tone (light or serious?) and one style (formal or
informal?)
Style is the result of matching the words you use to your reader or listener, the situation and the purpose.
A more formal, scientific style is used in a report. It can also used in selected sentences within letters and memos.
Most business memos and letter, however, use a style called informal business style. It combines elements of the
conversational style (which make your correspondence seem direct, clear, concise, positive, and you oriented)
with elements of the formal style (which make your message seem controlled, objective, powerful and
authoritative).

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