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ENGLISH AND
BUSINESS COMMUNICATION

By Pat Cuchens

English and Business Communication
About the Author page ii

About the Author

Pat Cuchens has over thirty years of business and teaching experience. In
business, she has been associated with health care, accounting, marketing, gaming,
printing and publications, retail, credit reporting, and banking.

In education, she has taught business communication skills for over 20 years at the
university level, developing instructional materials that students can use in their
careers.

She is the founder and primary writer and editor for Professional Writing
Resources, an independent consulting firm that provides a wide range of services for students and business.
She presents interesting programs with engaging materials—all to help business writers enhance their
communication skills.

Believing that writers must know the value of the written word in the growing global business culture, she
instills in her students the practical and efficient strategies for clear and concise writing. She knows that
employers value employees who can write and speak effectively,

Pat Cuchens earned a M.A.T. in English from the University of West Florida, Pensacola, and has taught
business writing, college composition, literature, and grammar. Further she has participated in a wide range
of continuing education classes in subjects such as business accounting, computer software, and English as
a second language.

English and Business Communication has been written for students of the American College of
Technology. It will help you develop effective techniques for communicating in business. The text provides
instruction on important concepts in business communication and essential language skills for writing and
speaking.

http://www.professionalwritingresources.com/

http://www.professionalwritingresources.com/

http://acot.edu/

http://acot.edu/

English and Business Communication
Objectives page iii
English and Business Communication Objectives

English and Business Communication will help you develop effective techniques for communicating in business.
The text provides instruction on important concepts in business communication and essential language skills for
writing and speaking. By the completion of this text and course, you will be able to do the following:

 To understand the advantages and disadvantages of written communication
 To follow a multi-step process to write clearly and effectively
 To use correct grammar to communicate correctly
 To write messages that are purpose driven and audience centered
 To use appropriate correspondence format for letters, memos, and e-mails
 To write messages using an effective organizational plan
 To develop skills to increase vocabulary and improve spelling
 To understand the effect of culture on global communication
 To develop the skills to make effective oral presentations
 To use technology to broaden access to communication
 To develop job search skills and to write effective employment documents

English and Business Communication
Table of Contents page iv
Table of Contents
About the Author …………………………………………………………………………………………………………… ii
English and Business Communication Objectives ……………………………………………………………. iii
Table of Contents ………………………………………………………………………………………………………….. iv
Chapter 1: Introduction to Communication and the Writing Process ……………………………….1
Advantages and Disadvantages of Written Communication ………………………………………………1
Denotation and Connotation ……………………………………………………………………………………..2
The Writing Process ……………………………………………………………………………………………………..3
Step 1: Prepare ………………………………………………………………………………………………………..4
Step 2: Research ………………………………………………………………………………………………………6
Step 3: Organize ………………………………………………………………………………………………………8
Step 4: Write Your Draft ………………………………………………………………………………………… 10
Step 5: Revise ………………………………………………………………………………………………………. 11
Assignment 1.1: Purpose and Audience ………………………………………………………………………… 12
Assignment 1.2: Determining Internet Integrity ……………………………………………………………… 12
Chapter 2: The Grammar Game—Parts of Speech ………………………………………………………… 14
Parts of Speech ………………………………………………………………………………………………………….. 15
Noun …………………………………………………………………………………………………………………… 15
Pronoun ……………………………………………………………………………………………………………….. 17
Verb ……………………………………………………………………………………………………………………. 20
Adjective and Adverb ……………………………………………………………………………………………. 23
Preposition ……………………………………………………………………………………………………….. 25
Conjunction ……………………………………………………………………………………………………… 27
Interjection ……………………………………………………………………………………………………….. 28
Assignment 2.1: Mad Lib ……………………………………………………………………………………………. 29
Assignment 2.2: Jabberwocky ……………………………………………………………………………………… 30
Chapter 3: Business Communication Style—KISS ………………………………………………………….. 31
7 C’s of Effective Business Communication ………………………………………………………………….. 32
Completeness ……………………………………………………………………………………………………….. 32
Conciseness ………………………………………………………………………………………………………….. 33
Consideration ……………………………………………………………………………………………………….. 35
Concreteness ………………………………………………………………………………………………………… 37
Clarity …………………………………………………………………………………………………………………. 37
Correctness…………………………………………………………………………………………………………… 39
Coherence: …………………………………………………………………………………………………………… 41
Conclusion ………………………………………………………………………………………………………………… 46
Assignment 3.1: Article Analysis …………………………………………………………………………………. 47
Assignment 3.2: Revision Exercises ……………………………………………………………………………… 47
Chapter 4: The Grammar Game—Capitalization and Punctuation …………………………………. 48
Capitalization …………………………………………………………………………………………………………….. 48
Punctuation ……………………………………………………………………………………………………………….. 51
Period ………………………………………………………………………………………………………………….. 52
Question Mark ……………………………………………………………………………………………………… 53
Exclamation Point …………………………………………………………………………………………………. 53
Comma ………………………………………………………………………………………………………………… 54
Semicolon ……………………………………………………………………………………………………………. 56
Colon…………………………………………………………………………………………………………………… 57
Apostrophe …………………………………………………………………………………………………………… 58
Quotation Mark …………………………………………………………………………………………………….. 59
Parentheses…………………………………………………………………………………………………………… 60

English and Business Communication
Table of Contents page v
Brackets ………………………………………………………………………………………………………………. 61
Dash ……………………………………………………………………………………………………………………. 61
Conclusion ………………………………………………………………………………………………………………… 62
Assignment 4.1: Punctuation Help Online …………………………………………………………………….. 63
Assignment 4.2: Protect the Apostrophe ……………………………………………………………………….. 63
Chapter 5: Business Correspondence Format …………………………………………………………………. 64
Similarities and Differences of Letters, Memos, and E-mail ……………………………………………. 64
Advantages and Disadvantages of Letters, Memos, and E-mail ……………………………………….. 65
Parts of a Letter, Memo, and E-mail ……………………………………………………………………………… 66
Business Letter Format ………………………………………………………………………………………….. 66
Memo Format ………………………………………………………………………………………………………. 69
E-mail Format ………………………………………………………………………………………………………. 71
Graphic Highlighting and Elements of Design ……………………………………………………………….. 73
Tables and Columns ………………………………………………………………………………………………. 74
Numbered Lists, Bullets, and Headings ……………………………………………………………………. 74
Fonts …………………………………………………………………………………………………………………… 75
Paragraph Alignment …………………………………………………………………………………………….. 76
Line Spacing ………………………………………………………………………………………………………… 76
Margins ……………………………………………………………………………………………………………….. 76
Assignment 5.1: Disastrous E-mail Mistakes …………………………………………………………………. 78
Assignment 5.2: Letter-Writing Today ………………………………………………………………………….. 78
Chapter 6: The Grammar Game— Problems and Solutions ……………………………………………. 79
Verbals ……………………………………………………………………………………………………………………… 79
Gerunds ……………………………………………………………………………………………………………….. 79
Infinitives …………………………………………………………………………………………………………….. 80
Participles ……………………………………………………………………………………………………………. 81
Sentence Errors ………………………………………………………………………………………………………….. 81
Fragments ……………………………………………………………………………………………………………. 81
Comma Splices …………………………………………………………………………………………………….. 82
Fused Sentences ……………………………………………………………………………………………………. 83
Agreement ………………………………………………………………………………………………………………… 84
Subject-Verb Agreement ……………………………………………………………………………………….. 84
Pronoun-Antecedent Agreement ……………………………………………………………………………… 85
Dangling and Misplaced Modifiers ………………………………………………………………………………. 86
Parallelism ………………………………………………………………………………………………………………… 88
Active and Passive Voice ……………………………………………………………………………………………. 89
Numbers and Abbreviations ………………………………………………………………………………………… 91
Numbers ………………………………………………………………………………………………………………. 91
Abbreviations ……………………………………………………………………………………………………….. 94
Assignment 6.1: Practice, Practice, Practice …………………………………………………………………… 96
Assignment 6.2: Create Your Own Quiz ……………………………………………………………………….. 97
Chapter 7: Patterns of Development ………………………………………………………………………………. 98
Direct Pattern …………………………………………………………………………………………………………….. 99
Main Idea …………………………………………………………………………………………………………….. 99
Details ……………………………………………………………………………………………………………….. 100
Positive Close …………………………………………………………………………………………………….. 101
Direct Pattern for Negative Messages …………………………………………………………………….. 101
Indirect Pattern ………………………………………………………………………………………………………… 102
Buffer ………………………………………………………………………………………………………………… 103
Reasons ……………………………………………………………………………………………………………… 105
Bad News …………………………………………………………………………………………………………… 105
Positive Close …………………………………………………………………………………………………….. 106
Persuasive Pattern …………………………………………………………………………………………………….. 108
Hook …………………………………………………………………………………………………………………. 108

English and Business Communication
Table of Contents page vi
Interest ………………………………………………………………………………………………………………. 109
Desire ………………………………………………………………………………………………………………… 110
Motivate …………………………………………………………………………………………………………….. 110
Assignment 7.1: Analyzing a Persuasive Message ………………………………………………………… 111
Assignment 7.2: Direct and Indirect Pattern …………………………………………………………………. 111
Chapter 8: Vocabulary ………………………………………………………………………………………………… 112
Tricky Words (Usage) ………………………………………………………………………………………………. 112
Building a Vocabulary ………………………………………………………………………………………………. 116
General Resources ………………………………………………………………………………………………. 116
Developing Vocabulary Skills ………………………………………………………………………………. 117
Business Terminology …………………………………………………………………………………………. 120
Improving Spelling …………………………………………………………………………………………………… 120
General Guidelines ……………………………………………………………………………………………… 121
Commonly Misspelled Words in Business ……………………………………………………………… 123
Dictionary Resources …………………………………………………………………………………………… 123
Thesaurus …………………………………………………………………………………………………………… 124
Assignment 8.1: Begin Your Word Journal ………………………………………………………………….. 124
Assignment 8.2: Spellchecker Poem …………………………………………………………………………… 125
Chapter 9: Communicating Around the World …………………………………………………………….. 126
Culture and Subculture ……………………………………………………………………………………………… 127
Ethnicity and Race ………………………………………………………………………………………………. 127
Corporate Culture ……………………………………………………………………………………………….. 128
Ethnocentrism …………………………………………………………………………………………………….. 128
Cultural Differences …………………………………………………………………………………………………. 129
Low and High Context …………………………………………………………………………………………. 129
Ethical and Legal Differences ……………………………………………………………………………….. 130
Social Expectations ……………………………………………………………………………………………… 131
Nonverbal Differences …………………………………………………………………………………………. 132
Writing and Speaking Across Cultures ………………………………………………………………………… 133
Written Communication ……………………………………………………………………………………….. 134
Oral Communication ……………………………………………………………………………………………. 135
Assignment 9.1:Coca-Cola Worldwide ……………………………………………………………………….. 136
Assignment 9.2: Traveling for Business ………………………………………………………………………. 136
Chapter 10: Speaking for Your Career …………………………………………………………………………. 137
Oral Presentations …………………………………………………………………………………………………….. 137
Stage 1: Prepare to Speak …………………………………………………………………………………….. 137
Stage 2: Develop Your Speech or Presentation ……………………………………………………….. 141
Stage 3: Deliver Your Speech ……………………………………………………………………………….. 143
Visual Presentations …………………………………………………………………………………………………. 145
Basic Elements of Effective Design ……………………………………………………………………….. 145
Tips and Tricks …………………………………………………………………………………………………… 147
Assignment 10.1: Prepare a Presentation …………………………………………………………………….. 147
Assignment 10.2: Live on You-Tube ………………………………………………………………………….. 148
Chapter 11: Put Yourself Out There— Using Technology to Communicate in Business ….. 149
Personal Communication Skills ………………………………………………………………………………….. 150
Face-to-Face……………………………………………………………………………………………………….. 150
Telephone Effectiveness ………………………………………………………………………………………. 150
Handling Voice Mail……………………………………………………………………………………………. 152
Holding Successful Meetings………………………………………………………………………………… 153
Digital Communication …………………………………………………………………………………………….. 154
Online Identity Management ………………………………………………………………………………… 155
Social Networking Sites: How to Promote Yourself and Find a Job Online ………………. 155
Blogging ……………………………………………………………………………………………………………. 158
Instant Messaging ……………………………………………………………………………………………….. 159

English and Business Communication
Table of Contents page vii
Podcasts …………………………………………………………………………………………………………….. 160
You-Tube …………………………………………………………………………………………………………… 161
In Summary……………………………………………………………………………………………………….. 161
Assignment 11.1: Blog This ………………………………………………………………………………………. 162
Assignment 11.2: Online Reputation Management ……………………………………………………….. 162
Chapter 12: The Job Hunt ……………………………………………………………………………………………. 164
Résumés ………………………………………………………………………………………………………………….. 164
Important Résumé Information ……………………………………………………………………………… 166
Organizing Your Résumé …………………………………………………………………………………….. 171
Electronic/Computer Friendly Résumés …………………………………………………………………. 175
Cover Letter …………………………………………………………………………………………………………….. 178
Writing a Thank-You Note ………………………………………………………………………………………… 179
Job Boards ………………………………………………………………………………………………………………. 179
Assignment 12.1: Preparing Your Employment Package ……………………………………………….. 180
Assignment 12.2: Job Searching on the Web ……………………………………………………………….. 180
References …………………………………………………………………………………………………………………… 181

English and Business Communication
Chapter 1: Introduction to Communication and the Writing Process 1
Chapter 1:
Introduction to Communication
and the Writing Process

Objectives: After reading this chapter, you will be able to do the following:

 Identify the advantages and disadvantages of written communication
 Explain the five steps of the writing process.
 Determine the purpose and audience of your messages.
 Choose the appropriate research methods and sources to gather information.
 Organize your information as you prepare to write.
 Understand how to write clear and complete messages.
 Learn how to proof and edit your messages.

Introduction

This text emphasizes written communication within the business world. When we can communicate so
much more quickly on the phone or in person, why should we be concerned with written communication?
In this chapter, you will examine the advantages and disadvantages of communication and learn that
writing is a process. By following a series of steps, you can develop the skills to be an effective
communicator in business.

Advantages and Disadvantages
of Written Communication

Consider this: Have you ever been told to put something in writing? Conversely, have you ever been told
not to put something in writing? Why is this? Let’s examine some of the advantages and disadvantages of
oral and written communication.

 Writing is permanent—it exists as long as the document exists. Written communication serves as
proof. Once you put something in writing, you have committed to that idea (unless a shredder is
available!). By not putting something in writing, you can change or delete that idea.

 We belong to a low context culture. This means we rely heavily on the written word—so much so
that writing is contractually binding. Once you put something in writing, you can be held legally
responsible.

 Since messages can be composed and read when schedules permit, writing is convenient.

 Writing is economical in time and sometimes money. It takes less time to read a message than to
hold a conversation.

 Writing provides a more careful message. In varying degrees, the writer has time to plan,
research, organize, write and revise the message.

 With copying and e-mail, writing allows for easier distribution of messages.

However, writing is not perfect and has some disadvantages.

English and Business Communication
Chapter 1: Introduction to Communication and the Writing Process 2
 Writing is impersonal because the two communicators cannot see or hear each other.

 Writing also lacks immediacy. It takes time to write the message, send the message, receive the
message, and respond to the message. Questions cannot be answered immediately. Just because I
wrote this doesn’t mean you’re going to read it.

 We cannot rely on non-verbal clues such as inflection (the tone of our voice), pauses, or gestures
to show emphasis or speaker attitude. For example, how do you say ―whatever‖? How does an
indifferent teenager say ―whatever‖? Conveying the spoken sarcasm and attitude in writing is
more difficult.

 Because of information overload and productivity meltdown, we cannot guarantee that the
audience will read the entire piece. Would it surprise you that company executives read about 10
percent of the materials they receive? Because of distractions in the office, because of the lack of
time, because of boring writing, the reader may just skim the message.

 Writing also can obscure meaning. Even though words convey meaning, these meanings may
vary from writer to writer and from reader to reader.

Let’s look how writing can obscure meaning.

Denotation and Connotation
Who would make a better President—a politician or a statesman?

Does that question confuse you? Are you saying to yourself, ―But they’re the same thing‖? In a way, you’re
right. They are about the same thing. Politician and statesman both mean a person actively involved in the
business of government.

Even though the two words have similar specific meanings, their suggested meanings are different.
Politician suggests a slick person who is involved in government mainly for personal interests. Statesman,
on the other hand, suggests a person who honestly and devotedly serves the interests of those governed.

Many words have two meanings. The first, called denotation, is the straight, dictionary definition of the
word. The second, called connotation, is the word’s emotional vibrations, the feelings it gives off.

Politician and statesman have about the same denotation, but very different connotations. So do daring
(positive connotation) and reckless (negative connotation).

Positive, Neutral, Negative
These words have similar denotations, but different connotations. Identify which word has the positive, the
neutral, or the negative connotation and compare your answers with a partner.

1. Stingy/thrifty/frugal

2. Slender/skinny/thin

3. Immature/youthful/young

4. Conceited/self-assured/confident

5. Aroma/stench/smell

6. Shelter/shack/cabin

English and Business Communication
Chapter 1: Introduction to Communication and the Writing Process 3
If your answers don’t match exactly, don’t worry. That proves that writing can obscure meaning. Your
emotional attachment may very well differ from your reader. For example, a young man who spent his
summer in a dusty, dirty, bug-ridden camp cabin did not have a positive feeling about the word cabin.
However, he did have fond memories of his time spent in what his family called the hunting shack.

Letter to the Editor
Obviously, words must have an agreed-upon meaning, or we would never be able to communicate with
each other. Sometimes, though, our interpretations of them will vary. This letter to the editor contains ten
pairs of words with similar denotations. Which words would you select to write a complimentary letter?

Dear Editor:

Shame on you for criticizing our President. He is a (sharp-tongued/witty) (gentleman/guy) who has
(successfully led/dominated) the country since his inauguration. He is a (cunning/skillful)
(bureaucrat/administrator) and a (forceful/pushy) (public servant/official). He is a friend to (free
enterprise/big business) as well as to (labor bosses/union leaders). He is a true (statesman/politician).

Hail to the Chief!

Notice how the choice of words can affect the tone of this letter. If you chose the words with the positive or
neutral connotations, then your letter would be in support of this statesman.

 Witty implies humor and intelligence but sharp-tongued is biting and hurtful.
 Gentleman is more formal; although not necessarily negative, guy is more informal.
 Wouldn’t you rather be successfully led than dominated?
 Skillful is being artful. Cunning suggests being sly or deceitful.
 An administrator manages business whereas a bureaucrat ties things up with politics and red tape.
 A forceful president is effective but a pushy president is single-minded.
 A public servant works hard for us but an official is someone doing a job; Official a neutral word
used in a general context.
 Our country was founded on free enterprise but big business gets in the way.
 People would rather be led than bossed.
 Statesman connotes a person who honestly and devotedly serves the interests of those governed.
Politician connotes a slick person who is involved in government mainly for personal interests.

Your choice of words determines the tone of your message. Use the words that serve your purpose. If you
need to be objective, then you would choose words with a more neutral connotation. If you wanted to be
persuasive, you would choose words that would provoke a stronger emotional response.

The Writing Process

Unless you have experience, business writing is different from any other type of writing you have done. In
the past, you may have written many school papers using an academic style. Your papers were written to
inform or analyze, and they were an end to themselves. You wrote them to show your teacher how much
you knew but nothing more was done after you received your grade.

In business, however, your messages are tools. They are instruments used to make decisions, file
complaints, establish contracts, and convey goodwill.

Because writing can seem to be a daunting task, the best way to develop your skills is to think of writing as
a process—one that you work on day after day.

Think about a skill that you have developed—playing an instrument, dancing, driving, cooking, or playing
video games. How skilled were you when you first began? Even if you had a talent, you still needed to

English and Business Communication
Chapter 1: Introduction to Communication and the Writing Process 4
improve your skills and technique. The same principles are true for writing and communicating in business.
Even if you don’t consider yourself a talented writer, you can still develop the skills and learn the
techniques to be effective.

Writing is a process. By following a series of steps, you can break this daunting task into manageable
parts. The time you spend on each step will vary and sometimes, especially with a short and informal
message, you will merge some of these steps as you compose.

Situation 1: Consider this problem as you study the writing process.
Your employer provides you with a cell phone but it is five-years old and no longer
works adequately. Since other employees have been complaining about their cell phones,
your supervisor has asked you to research new cell phones and e-mail your top
recommendation to the management team.

Step 1: Prepare

Adequate preparation is as important as writing the draft. In the first step of the writing process, ask
yourself these questions to clarify what you want to accomplish and how you can achieve your goal.

A key idea to remember is that business communication is purpose-driven and audience-centered, so
get a clear of idea of why you are writing and who will be reading your messages.

Why am I writing this message?
You need a clear idea of your purpose. What exactly do you want your reader to know, to believe, or to do
when they have finished reading your document? Your purpose depends on your objective.

 To inform is to provide facts to the audience. This is the most basic and common purpose. For
example, ―The new cell phone by AGBell has innovative features.‖

 To analyze is to tell the audience what these facts mean. ―Because the new cell phone from
AGBell has innovative features, it will appeal to our employees.‖

 To persuade is to try to convince or motivate your audience to act on or believe in your message.
―We should buy the new cell phone by AGBell because it has innovative features!‖

 To promote goodwill is to establish, maintain, or develop a positive image for your company.
―Our company cares about its employees so we are buying you the new AGBell cell phone.‖

Often these purposes will combine, but you always want to have a clear idea of your message’s purpose.

Exercise 1: Based on Situation 1, what is your main purpose? Explain.

What is your secondary purpose? Explain.

English and Business Communication
Chapter 1: Introduction to Communication and the Writing Process 5
Who is my audience?
Know who your readers are and learn key facts about them. You can then tailor
your message to meet their needs. For example, what is their educational level,
their knowledge about your subject, and their needs relative to the subject?

Think about the messages that you have received from different companies. In
what ways were the messages targeted at you? These companies spent time and
money to determine their audiences and to adapt their advertising accordingly.

Let’s look at a few ways to profile an audience.

Primary and Secondary
A primary audience would be the first readers of your message. Do you have a personal or professional
relationship with that person or group? What position does that person or group hold? What do your readers
know about your subject? What do they need to know? Will they have a positive, negative, or neutral
reaction to your message? While not the intended readers, a secondary audience might receive your
message. How are these people different from your primary audience? Do you need to revise your message
in case it is forwarded?

Exercise 2: Based on Situation 1, who is your primary audience? Explain.

Who is your secondary audience? Explain.

Demographics and Psychographics
Demographics are quantifiable characteristics such as gender, age, politics, religion, education, and
income. For example, what are some of the demographics of your class?

 Gender: How many are men? Women?
 Age: How many are 18-25 years old? 26-40 years old? 41-65 years old?
 Politics: How many are Republicans? Democrats? Independents? Green Party? Liberals?
Conservatives?

Psychographics are the psychological characteristics such as interests, attitudes, opinions, and lifestyle.
While this may be abstract and harder to determine, your reader’s psychology could affect how your
message is received. For example, if you know your reader is a sensitive person who takes criticism
personally, you will want to use more tact and diplomacy. However, if you know your reader welcomes
suggestions, you can be more direct.

Similarities and Differences
A homogeneous audience shares similar characteristics. You are all enrolled in this class; you all attend
this school. A heterogeneous audience has dissimilar characteristics. Your readers would be a mix of
various characteristics. In this class, we have people of different ethnic and cultural backgrounds, different
hobbies, and different career goals.

English and Business Communication
Chapter 1: Introduction to Communication and the Writing Process 6
Internal and External
An internal audience would consist of people within your organization; this would include your superiors,
coworkers, and subordinates. An external audience would consist of people outside your organization
such as customers, suppliers, government agencies, and the public.

Step 2: Research

Now that you know your purpose and your audience, you begin to gather your information. The type and
depth of your research depends on your purpose.

How will I gather my information?
A simple phone call may get you all the information you need but to explain a complex subject, you must
understand it and to do this you must research it adequately.

In some cases, your research will be informal. You look on the Internet, you talk with your boss, you
brainstorm ideas, or you call or email people. However, for complex subjects, you will use methods that are
more formal.

Research 101: An Interactive Tutorial

Primary and Secondary Research
Two methods of gathering information are through primary and secondary research.

When you collect raw data that no one else has gathered, you are conducting primary research. You pull
this information together because it applies to your specific needs. You analyze it, you summarize it; and
you assess and interpret it before anyone else. Let’s look at five ways to gather primary information.

Make observations: You use your five senses (sight, sound, touch, taste, and smell) and your
judgment to the investigation. For your cell phone recommendation, you may want to observe
people using the three phones are you investigating.

Conduct experiments: More common in technical fields than in general business,
experimentation produces data that explains causes and effects.

Conduct surveys: You can survey a cross section of people to determine what they think about
something. A survey is often a quick way to gather information.

Conduct interviews: You can meet with experts to discuss a particular matter.

Examine documents: You study documents to gather first-hand information. For example, if you
need to know how many employees have been hired in the past five years, you would look
through records in the Human Resources department.

Exercise 3: Based on Situation 1, what types of primary research would be relevant for your
purposes? Explain.

http://www.lib.washington.edu/uwill/research101/

English and Business Communication
Chapter 1: Introduction to Communication and the Writing Process 7
Secondary research is information that has already been gathered and collected by someone other than
you for needs other than your own. It was collected by others who analyzed, assessed, evaluated and
previously organized the information. You are receiving this information ―second-hand.‖ Secondary
research was probably the main type of research for your previous academic papers.

Books: These are good for in-depth coverage on many business topics but the disadvantage of
books is that they are not as timely as newspapers and periodicals. By the time a book is printed,
the information could be outdated or changed.

Periodicals: For the most current information, magazines are the best source but if you
need more detailed and researched information, look for journal information.

Journals: Journal articles discuss research projects, methodology, and theory. The
articles go through a peer review process, which means experts in the field review the
articles before they are published. Terms such as juried, peer-reviewed, and scholarly
indicate this type of peer-reviewed article, unlike those you’ll find in popular
magazines. Keep in mind, though, that journal in the title does always mean a journal in this
context. The Ladies Home Journal and The Wall Street Journal are periodicals, but the articles
within them do not undergo the scrutiny of a professional journal.

Databases: With instant access to billions of records, databases provide information that is the
most current, practical, and efficient. Because most databases are subscription-based, you will
need to pay a fee to access their information; however, many libraries and schools provide free
access to their members and users.

The Internet: The World Wide Web provides a wealth of information but finding exactly what
you need can be time-consuming and challenging because of its lack of organization.

Government Documents: Many government agencies and institutions
post their publications on the web. For example, check out USA.gov:The
U.S. Government’s Official Web Portal and The A-Z Index of U.S.
Government Departments and Agencies

Exercise 4: Based on Situation 1, what types of secondary research would be relevant for your
purposes? Explain.

Is my information credible?
Can you believe everything you read? Of course not. So, how do you know that the information you found
is believable? Any time you research, whether online or through print, you need to examine that
information critically. Let’s look at four criteria you can use to determine the credibility of your
information.

Authority
Look at the source of your information. Who is the publisher or sponsor? If you know or can verify that the
publisher or sponsor is reliable, you can believe that the information is credible. For example, if you had
your choice of information from The New York Times or the National Enquirer, which would you use?
Each of these newspapers has an established reputation—for good and bad. While people may or may not

http://www.firstgov.gov/

http://www.firstgov.gov/

http://www.firstgov.gov/Agencies/Federal/All_Agencies/index.shtml

http://www.firstgov.gov/Agencies/Federal/All_Agencies/index.shtml

http://nytimes.com/

http://www.nationalenquirer.com/

English and Business Communication
Chapter 1: Introduction to Communication and the Writing Process 8
agree with the New York Times, they recognize the newspaper as an authority; on the other hand, National
Enquirer, which focuses on gossip and celebrities, has a poor reputation for credibility.

For online sources, look at the domain names for help in determining credibility.
 .edu: An educational site; information is generally considered trustworthy.
 .gov: A government site; information is generally considered trustworthy.
 .mil: A military site; information is generally considered trustworthy.
 .org: A non-profit site; credibility depends on sponsor, publisher, agency, or company
 .com: A for-profit site; credibility depends on sponsor, publisher, agency, or company

Another indicator is a tilde ―~‖ or a percent symbol ―%‖ in the URL. These characters indicate a personal
site. For example, if a student creates a webpage using the school’s edu domain, these characters in the web
address indicate that the site is personal. A personal site doesn’t mean the information is good or bad; it
means you have to examine it more carefully.

Currency
Are you going to buy a cell phone based on last year’s information? Not likely. Instead, you want the most
up-to-date information you can find. Currency relates to the date of the information. Look for publication
and copyright dates. For online sources, determine when the information was last updated, but don’t be
fooled by technology. If you find a webpage that has today’s date, you can’t assume the information has
just been updated; in some cases, the date changes automatically. Do more checking. Are the links working
and current?

Content
Look over the content on the page to determine its purpose and audience. Does your source want to
entertain, inform, convince, or sell? Who is the intended audience? How does information from this source
compare to other sources? Is the information detailed?

Accuracy
To determine your source’s accuracy, you should examine the information for reliability. Look at the
facts—the assertions. Do they make sense? Take a closer look at the writing. Are there spelling and
grammar errors?

What about bias? You will often find information that has a slant, but your responsibility is to focus on the
facts as objectively as possible. For example, information from the websites of the Republican Party and
the Democratic Party will be biased. Information from cell phone manufacturers will be biased. To
determine the credibility of this information, you should research other sources and compare the
information.

The Internet Detective: Wise Up to the Web

Step 3: Organize

In this stage of the writing process, you put shape to your ideas. You know your purpose and your
audience. You have researched your information. In front of you is all your data. Now what?

Look for connections and organize your information into meaningful groups. Then determine the best way
to present this information to your audience.

How can I group my information?
Without organization, the material gathered during your research would be incomprehensible. For a small
report, a simple list of main topics may be all you need. However, for complex messages, you will have

http://www.gop.com/

We are the Democratic Party

http://www.vts.intute.ac.uk/detective/

English and Business Communication
Chapter 1: Introduction to Communication and the Writing Process 9
groups and subgroups to help you manage your data. Outlining makes large or complex subjects easier for
you to organize by breaking them into manageable parts.
An outline is a logical, general description that organizes your research and
reflects logical thinking and correct classification. Think of an outline as a
good road map. You know where you need to go, but you may not know
how to get there. A strong outline will keep you on course.

 An outline gives your writing structure. It assures you have a
beginning (an introduction), middle (body), and an end (closing).

 An outline gives your writing proportion. One part will flow
smoothly into another. An outline helps you progress logically and
keeps you to the point.

 An outline enables you to stress certain points. You put key points in positions of greatest
emphasis.

 An outline gives you manageability of larger and difficult subjects by breaking them into
manageable parts. You can even move the parts around.

To create your outline, make a list of all the topics, ideas, and keywords in your information. For example,
in your research on cell phones, you have created this list.

Web browsing Buy One, Get One Free
Business Share Talk, Text and Save
Cameras Extended warranty
Services Repair and protection
Accessories Plans
Global connect E-mail
Packages GPS
eBill

First, look for main topics. In this list, you have Services, Accessories, Plans, and Packages. Now look at
the other items. How can they be grouped? Here is one possible outline.

I. Services
A. Repair and protection
B. eBill
C. Extended warranty
II. Accessories
A. Web browsing
B. E-mail
C. Cameras
D. GPS
III. Plans
A. Talk, Text and Save
B. Business Share
IV. Packages
A. Buy One, Get One Free
B. Global Connect

Remember that outlines give you manageability. Perhaps you don’t want to begin your message by
discussing services. You can re-arrange the groups to emphasize the most important topics first. Therefore,
a revised outline might look like this.

English and Business Communication
Chapter 1: Introduction to Communication and the Writing Process 10

I. Plans
A. Talk, Text and Save
B. Business Share
II. Packages
A. Buy One, Get One Free
B. Global Connect
III. Accessories
A. Web browsing
B. E-mail
C. Cameras
D. GPS
IV. Services
A. Repair and protection
B. eBill
C. Extended warranty

Step 4: Write Your Draft

At this step, you expand your outline notes into paragraphs without worrying about grammar and other
mechanics. Refinements come later. The goal in this step is to get your ideas on paper. With the rough
draft, write as though you were casually explaining the subject to someone.

Expand Your Outline
Your outline headings become the topic sentences for paragraphs. The body of that paragraph develops that
topic sentence. This gives your paper unity and coherence. Using the revised outline above, your first major
section would discuss cell phone plans.

I. Plans Topic Sentence of Paragraph
The new AGBell Widget cell phone has two plans
that will meet our employee needs.
A. Talk, Text and Save Supporting Detail
The Talk, Text and Save plan provides 400
unlimited local calling with 100 text messages per
month. (more detail, more explanation…)
B. Business Share Supporting Detail
The Business Share plan provides our employees
with 200 minutes per user. (more detail, more
explanation…)

Start with the sections that seem easiest. You don’t have to write from beginning to end. No one will know
or care if you wrote the middle section before the first paragraph.

Talk to Your Reader
Remember, your messages are tools that others will use to make decisions, so you want to write in a way
highlights the value and presents the information clearly. To accomplish these tasks, you want to focus on
the ―you benefit‖ and write in a conversational way.

The ―You-Benefits‖
If you want your audience to accept your message, show how your reader can benefit from this
information. Think about the ―you benefits.‖ By seeing value, your reader will be more likely to accept
your message. For example, look at this sentence:

English and Business Communication
Chapter 1: Introduction to Communication and the Writing Process 11
New phones will not be distributed until employees have returned their old phones.

As written, the idea is clear but the tone is formal and the language is negative. If you revise this sentence
to show the ―you benefits,‖ you have softened the tone and your language

You will receive your new cell phone as soon as you return your old one.

Be careful, however, with the meaning of your message. Sometimes using ―you‖ is harsh and scolding, as
in, ―You didn’t follow directions.‖

Podcast: Creating a ―You Attitude‖

Conversational Language
Do you speak to everyone in the same way? Of course not. When you talk to a child, you use simple words
and shorter sentences. When you talk to a friend, you use slang. When you talk to a person in authority, you
use precise vocabulary. Some situations require a formal level of language while others require an informal
level of language.

Business communication is often between these two areas. With a warm, conversational tone and familiar
language, you communicate at a professional level using spoken English at the highest level.

Compare these examples.

Formal Conversational Informal

To whom it may concern:

Enclosed herewith is the
recommendation for the
purchase of new cellular
devices based on this
writer’s research.

Dear Managers:

Here’s my report on buying
new cell phones.

Hey guys,

I did it. We need to
pony up some money
for new cells.

In the formal example, the greeting (to whom it may concern) is stilted; the tone is impersonal (this writer’s
research), the word choice is unfamiliar (herewith, cellular devices), and the sentence is long (17 words).

In the informal example, the greeting (hey guys) is too familiar. While the tone is more personal (I, we), it
uses slang (pony up, cells) that would not be appropriate for a business message.

The conversational example has the right balance. The greeting (Dear Managers) is professional. It has
relaxed tone with contractions (here’s); it is personal (my) and uses familiar words (cell phones). The
sentence is clear and concise.

Step 5: Revise

This last step of the writing process is very important but often neglected. Here is the opportunity for you to
refine and polish your message. In addition to fulfilling your purpose, you want your message to reflect
well on both you and your company. Edit and proofread what you have written.

http://www.businesscommunicationblog.com/blog/2009/05/04/creating-a-quotyou-attitudequot/

English and Business Communication
Chapter 1: Introduction to Communication and the Writing Process 12
Edit the Content
When you edit the content, look at your message from the reader’s perspective. Have you anticipated and
answered all possible questions? Remember that written communication is not always timely, and you
don’t want to extend this process by forgetting information. Review your messages to be sure you’ve
answered the who, what, where, when, why, and how.

Review your paragraphs. Does each paragraph have a clear main idea? Do the sentences in that paragraph
explain that main idea clearly and completely? Do the ideas in those sentences clearly connect to each
other?

Proof the Mechanics
Look at the spelling, grammar, and punctuation. You are responsible for ensuring your message’s
correctness, and your first line of defense can be your software’s spellchecker. Although these tools are not
perfect, they can spot some typos and misspellings.

Use a handy grammar guide. Several chapters in this book will help you understand grammar rules.

The ―Eyes‖ Have It!
 Give yourself some distance. Put your paper aside for an hour or a day. Then look at your paper
with a fresh eye.
 Ask for help. Teamwork and collaboration in business is essential. Ask a co-worker to review your
message. In this case, ―Two heads are better than one.‖
 Use a professional. If your message is important, you can hire an experienced editor.

Proofreading and Editing Tips

Assignment 1.1: Purpose and Audience

Directions: For each of the five scenarios below, please determine the following:
a) The purpose of your message
b) Profile your audience using the distinguishing characteristics:
i. Primary and secondary
ii. Demographics and psychographics
iii. Similarities and differences
iv. Internal and external

1. An e-mail to managers recommending a new cell phone for the employees.
2. A memo to your boss persuading her to allow you to attend a computer class that will require you
to leave work early two days a week for ten weeks.
3. A letter to customers announcing a product recall.
4. An e-mail to your insurance agent expressing your dissatisfaction with a settlement offer.
5. A blog posting to readers boasting of your company’s new award for customer service.

Assignment 1.2: Determining Internet Integrity

Directions: Consider the four criteria of determining the integrity of your research sources (authority,
currency, content, and accuracy) and analyze The Daily Onion and USAToday, two online newspapers, and
determine which is more credible. Use the checklist in Determining Internet Credibility to guide your
analysis. After completing this chart, write a brief memo to report your findings. Begin with your
conclusion and use details to support.

http://www.lrcom.com/tips/proofreading_editing.htm

http://www.theonion.com/content/index

http://www.usatoday.com/

English and Business Communication
Chapter 1: Introduction to Communication and the Writing Process 13
Determining Internet Credibility

The Daily Onion
www.theonion.com
USA Today
www.usatoday.com
Authority
Who publishes or sponsors this
Web page?

What makes the presenter of the
page an authority?

Is a contact, such as an e-mail
address, available for the
presenter?

To what domain (.com, .org,
.edu, .gov) does the site
containing it belong?

Is the site ―personal‖ (often
indicated by ―~‖ or ―%‖ in the
site’s URL)?

Currency
What is the date of the Web
page?

When was the information last
updated?

Is some of the information (links,
data) obviously out of date?

Content
What is the purpose of the page:
to entertain, inform, convince, or
sell?

Who is the intended audience of
the page, based on its content,
tone, and style?

Can you judge the overall value of
content as compared with other
resources on this topic?

How detailed is the information?

Accuracy
Do the page’s assertions (―facts‖)
seem reliable to you?

Do you find spelling, grammar, or
usage errors? Broken links?

Do you see any evidence of bias?

Are footnotes necessary? If so,
have they been provided?

http://www.theonion.com/content/index

http://www.usatoday.com/

English and Business Communication
Chapter 2: The Grammar Game—Parts of Speech 14
Chapter 2:
The Grammar Game—Parts of Speech

Objectives: After reading this chapter, you will be able to do the following:

 Define the eight parts of speech.
 Explain the differences between types of nouns and know how to form plurals and possessives.
 Use pronouns correctly.
 Use correct verb tenses.
 Understand the differences between adjectives and adverbs and be able to use the correct form.
 Recognize prepositions and use correct idiomatic phrases
 Use and punctuation interjections correctly.

Introduction

Have you ever played Boggle? It’s a popular word game played with a tray of
16 letter dice and a timer (or you can play it online—just click the picture).
You shake the dice into the grid and find as many words as you can within
three minutes. The letters must adjoin in any direction but no letter cube can be
used more than once in a single word. Three-letter and four-letter words count
one point; larger words count more points. The object is to score the most
points.

Of course, that’s the basic set of rules, but the directions provide more detail
and exceptions. You may find that other people have their own variations.

Learning the rules of English grammar is like learning the rules of a game. You
begin with the object of the game and the basic rules. Once you start playing
the game, you learn other rules and exceptions. Some rules help you toward your goal; others seem to hold
you back. Just when you think you understand the rules, you play with someone who plays a different way.

What makes the English language so dynamic and flexible is also what makes its grammar a challenge.
Because English vocabulary came from different countries, it often brought with it that country’s rules.
Some people think English is a hard language to learn because of all these rules and exceptions.

As business communicators, you need to understand the basic rules to speak and write effectively. In this
chapter, you will study the eight parts of speech, which form the foundation of the language. Very few
people—not even English teachers—can remember all the rules. When in doubt, consult a reliable source.

Resources
You can use this textbook as your first source, but you can also buy a number of useful guides from any
bookstore or check them out from a library. Online sources are plentiful; here is a list of a few. If you are
viewing this online, click on the items below to link to these sites.

English and Business Communication
Chapter 2: The Grammar Game—Parts of Speech 15
For , go to YouTube and enter ―Schoolhouse Rock‖ and the part of
speech you want to watch, or click on the YouTube icons in this chapter.

Parts of Speech

 Noun – names a person, place, or thing
 Pronoun – takes the place of one or more noun
 Verb – expresses action or state of being
 Adjective – describes, or modifies, a noun or a pronoun
 Adverb – modifies a verb, an adjective, or another adverb
 Preposition – relates a noun or a pronoun to another word in a sentence
 Conjunction – connects words, phrases, or clauses
 Interjection – expresses emotions

Noun

A noun names a person, place, or thing/idea.

Common and Proper Nouns
A common noun names any person, place, or thing/idea; a proper noun names a particular person, place,
thing/idea

Exercise 1: In the box below, write some examples of common and proper nouns.

Person Place Thing/Idea

Common Nouns

Proper Nouns

Concrete and Abstract Nouns
Concrete nouns name objects you can perceive by your senses: sight, sound, touch, taste and smell. You
can see a bird, you can hear a song, you can touch a desk, you can taste a lemon, and you can smell a
skunk. Abstract nouns name ideas, qualities, and concepts. In business communication, use concrete
nouns whenever possible; they are precise and more easily understood than abstract nouns.

http://www.youtube.com/

English and Business Communication
Chapter 2: The Grammar Game—Parts of Speech 16

Exercise 2: Put these nouns in the correct category.
Concrete Abstract
calculator
cell phone
failure
hardware
love
loyalty
muffin
patriotism
truth

Forming Plural Nouns
A noun can be singular (naming one person, place, thing or idea) or a noun can be plural (naming more
than one person, place, thing, or idea).The usual way to make a noun plural is to add an –s or –es, but many
other variations exist. When in doubt, consult a dictionary.

Guidelines
1. To form the plural of most nouns, add –s:
desk/desks, computer/computers, file/files

2. For nouns ending with s, z, ch, sh, x, add -es:
bus/buses, buzz/buzzes, lunch/lunches, crash/crashes, box/boxes

3. For nouns ending with o preceded by a vowel, add -s:
rodeo/rodeos, studio/studios, patio/patios

For nouns ending with o preceded by a consonant, usually add –es:
hero/heroes, potato/potatoes

. . . but sometimes add -s:
zero/zeros, photo/photos, piano/pianos

4. For nouns ending in y preceded by a vowel, add –s:
day/days, turkey/turkeys, highway/highways

For nouns ending in a y preceded by a consonant, usually change y to i and add –es:
city/cities, diary/diaries, penny/pennies

5. For nouns ending in f or fe, usually change f to v and add –s or -es:
wife/wives, half/halves, leaf/leaves

. . . but sometimes add -s:
roof/roofs, chief/chiefs, belief/beliefs

6. For hyphenated nouns, make the main noun in the compound word plural:
brother-in-law/brothers-in-law, editor-in-chief/editors-in-chief

English and Business Communication
Chapter 2: The Grammar Game—Parts of Speech 17
Exercise 3: Write the plural form of the following nouns.

3.1. attorney

3.2. freshman

3.3. sister-in-law

3.4. Sunday

Forming Possessive Nouns
A possessive noun tells who or what owns or has something.

Singular Noun The manager has a car.
Singular Possessive Noun The manager’s car is parked by the door.
Plural Noun The managers scheduled a meeting.
Plural Possessive Noun The managers’ meeting is today.

Guidelines
1. To form the possessive of all singular nouns, add an apostrophe and s (’s).
an employee/an employee’s benefits
France/France’s exports
leadership/leadership’s responsibilities
Mr. Morris/Mr. Morris’s cell phone

2. To form the possessive of plural nouns not ending is -s, add an apostrophe and s (’s)
women/women’s turn
children/children’s summer vacation

3. To form the possessive of plural nouns ending in -s, add only an apostrophe (’).
the Morrises/the Morrises’ cell phones
witnesses/witnesses’ depositions

Exercise 4: Write the possessive form of the following nouns.

4.1. the jurys judgment

4.2. ten shareholders dividends

4.3. Ms. Hartmans staff

4.4. businessmens meeting

Pronoun

Pronouns are words that take the place of nouns. An antecedent is the noun that the pronoun refers to.
Pronouns and antecedents must agree in person, case, and number.

Manuel believes he can complete that project on time and under budget.

English and Business Communication
Chapter 2: The Grammar Game—Parts of Speech 18
In this example, the pronoun is he and the antecedent is Manuel.

Personal Pronouns
Personal pronouns indicate who is speaking (first person), who is spoken to (second person) and who is
spoken about (third person). They have many different forms (subject, object, possessive) depending on
how they are used in the sentence.

Subject Case Object Case Possessive Case
Sing. Plural Sing. Plural Sing. Plural
First
Person
I we me us my, mine our, ours
Second
person
you you you you your, yours your, yours
Third
person
he, she, it they him, her, it them his, her,
hers, its
their, theirs

Subject case pronouns are used as subjects as verbs.
I wonder what will happen.
He thinks that this cell phone is better.

Object case pronouns are used as objects of verbs or objects of prepositions.
The office notified me when the cell phones were ready. (Direct object)
The customers gave us praise for our customer service. (Indirect object)
The supervisor had to choose between you and me. (Object of a preposition.

Possessive case pronouns are used to show ownership. They do not use apostrophes the way that
possessive nouns do.
Their laptops were secured in the classroom.
The computer is losing its memory.
Will you offer your advice?

Don’t confuse possessive pronouns with contractions. A contraction combines two words together and
uses an apostrophe, as in it’s for it is, you’re for you are, or there’s for there is.

Demonstrative Pronouns
The four demonstrative pronouns are this, that, these, and those and are used in specific ways.

Near in Time or Space Far in Time or Space
Singular this that
Plural these those

This new game will be easy to learn.
That grass needs to be mowed.
These people have been waiting to see you.
Those are beautiful flowers.

English and Business Communication
Chapter 2: The Grammar Game—Parts of Speech 19
Exercise 5: Choose the correct pronoun.

5.1. Although (it’s, its) CPU was noisy, the computer worked for Jeremy and (I, me).

5.2 Just between you and (I, me), only you and (I, me) know that she will be transferred.

5.3 The chief and (I, me, myself) were quite willing to send copies to whoever requested them.

5.4 Much of the project assigned to Samantha and (I, me) had to be reassigned to Matt and (they,
theirs, them).

5.5 When you are ready, call (this, these) number for assistance.

5.6 Our customer service representative will direct you to (these, those) new cars on the lot.

Indefinite Pronouns
An indefinite pronoun does not refer to a particular person, place, or thing. Indefinite pronouns must agree
in number with their antecedents (the words the pronouns are replacing). You will find more discussion of
agreement under the section on Verbs as well as in Chapter 7.

Someone in the women’s club left her car lights on.
Each of the companies hosted its own employment fair.

Indefinite Pronouns
Always Singular Always Plural Singular or
Plural
another
anybody
anyone
anything
each
either
everybody
everyone

everything
much
neither
nobody
no one
nothing
somebody
someone
something
both
few
many
others
several

all
any
most
none
some

Exercise 6: Choose the correct pronoun that agrees with the subject.

6.1 Somebody in the group of touring women left (her, their) purse in the museum.

6.2 Both have asked (his, her, their) supervisors for assistance.

6.3 Each of the software programs has (its, their) advantages.

6.4 Most of the companies in this area offer incentives to (his, her, its, their) employees.

English and Business Communication
Chapter 2: The Grammar Game—Parts of Speech 20
Verb

A verb shows action or state of being. They are the motor that moves the idea of the sentence. Because
they are quite varied, our study of them will be limited to those areas that will help you communicate in
business.

Action Verbs State of Being:
am, is, are, was, were, be, being,
been
 The office opens at 8 a.m.
 We met for lunch.
 The secretary has
responded to the memo.
 Lance will use the new
equipment.
 I am interested in learning the new
program.
 She is anxious about her health.
 The cars are efficient.
 He was the employee of the month.
 The employees were ready to proceed.
 Don’t be silly.
 Juanita was being kind.
 You have always been on time.

Verb Agreement
A verb shows the action of the subject or joins the subject to the words that describe it. The verb and the
subject must agree in number. While this will be discussed in detail later in the book, here are a few
guidelines now.

Guidelines
1. A singular subject requires a singular verb; a plural subject requires a plural verb.
The medical office closes at 5 p.m.
The medical offices close at 5 p.m.

2. A verb agrees with its subject regardless of intervening prepositional phrases or phrases introduced by
as well as, in addition to, such as, including, together with, and similar expressions.
The list of medical offices is extensive.
An important contract, together with many memos, was misplaced.

3. A verb agrees with its subject regardless of the location of the subject.
Here is one of the contracts.
There are many contracts to be discussed.

4. Subjects joined by and require a plural verb.
Realizing the importance of writing and understanding the rules of grammar are the first steps in
better communication.

5. Subjects joined by or or nor may require singular or plural verbs. Make the verb agree with the closer
subject.
Neither the contract nor the memo is ready.
Neither the contract nor the memos are ready.

6. Some indefinite pronouns require a singular verb; some require a plural verb. See the list of indefinite
pronouns in the section above on pronouns.

Either of the suggestions is acceptable.
Many of the suggestions are acceptable.

English and Business Communication
Chapter 2: The Grammar Game—Parts of Speech 21
7. Collective nouns may take either singular or plural verbs, depending on whether the members of the
group are acting as a unit or individually.
The management team is united in its goal. (acting as a unit)
The management team are disagreeing with each other. (acting individually)
(Hint: to avoid awkwardness, rewrite ―Members of the management team are disagreeing with
each other.‖)

8. Organization names and titles of publication, although they may appear to be plural, are singular and
require singular verbs.
Dewey, Cheatham, and Howe is the law firm we use.
Seven Habits is a popular book.

Exercise 7: Choose the correct verb.

7.1 This cell phone and its calling plan (cost or costs) much less than I expected

7.2. A description of the property, together with several other legal documents, (was, were) submitted
by my attorney.

7.3 There (is, are) a wide range of proposals for taming spam.

7.4 Because of the holiday, our committee (was, were) unable to meet.

7.5 KB Homes (has, have) hired a new marketing consultant.

7.6 Across from our office (is, are) the parking garage and the information office.

7.7 One of the reasons that sales have declined (is, are) lack of effective advertising.

7.8 Neither the organizing nor the staffing of the program (has been, have been) completed.

Verb Tense
The tense of the verb tells the time of the action. The three main tenses are present tense, past tense, and
future tense.

Present tense verbs show a current action.
Mona rides the subway to work every morning.
Car dealerships promote new car sales.

Past tense verbs show action that has been completed.
Isaac wanted to help on the project.
His e-mail specified the departure time.

Future tense verbs show actions that will occur.
Vivi will expect us by 9 a.m.
The players union will ratify the new agreement.

Regular and Irregular Verbs
Most verbs form the past tense by adding –d or –ed to the present tense; these are called regular verbs.
Irregular verbs, however, form the past tense in different ways and can be troublesome. Another
complication occurs in the tense called the past participle, which is usually formed by adding a -d or -t
sound to the present tense. Words like has or have are also part of the past participle form.

English and Business Communication
Chapter 2: The Grammar Game—Parts of Speech 22
Regular Irregular
Present Tense Today I call. Today I draw.
Past Tense Yesterday I called. Yesterday I drew.
Past Participle In the past I have called. In the past I have drawn.

Exercise 8: Write the correct verb form. For irregular verbs, consult the list that follows.

8.1 Have you (see) the new cell phones that were ordered?

8.2 Lia (buy) a new car last year when she graduated.

8.3 If you (bring) your lunch, then join me at the picnic table.

8.4. Last night Armand (jog) two miles before dinner.

8.5 When we (tour) the museum, we should have (wear) more comfortable shoes.

List of Irregular Verbs in English
Present Past
Past
Participle Present Past
Past
Participle
be was, were been lay laid laid
become became become lead led led
blow blew blown lie lay lain
break broke broken lose lost lost
bring brought brought make made made
burst burst burst pay paid paid
buy bought bought read read read
deal dealt dealt see saw seen
drink drank drunk send sent sent
eat ate eaten shine shone shone
feed fed fed sit sat sat
find found found spend spent spent
fly flew flown spring sprang sprung
forbid forbade forbidden steal stole stolen
forget forgot forgotten swim swam swum
forgive forgave forgiven swing swung swung
freeze froze frozen take took taken
hear heard heard throw threw thrown
hide hid hidden understand understood understood
hold held held wake woke (waked) woken (waked)
know knew known write wrote written

English and Business Communication
Chapter 2: The Grammar Game—Parts of Speech 23
Irregular Verb Dictionary

Adjective and Adverb

An adjective describes, or modifies, a noun or a pronoun. It can
answer what kind? how many? or which one?

An adverb modifies a verb, an adjective, or another adverb and
answers when? how? where? or to what extent?

Adjectives Adverbs
What kind?

How many?

Which one?
We follow ethical
standards.
The session lasted four
hours.
That office is locked.

When?

How?

Where?

To what
extent?
The meeting begins
tomorrow.
We attended the session
eagerly.
The meeting begins
downstairs.
We are very eager to begin.

Positive, Comparative, and Superlative
Most adjectives and adverbs have three forms: positive, comparative, and superlative.

Guidelines
1. Most adjectives and adverbs have three forms: positive, comparative, and superlative. The positive
is the main form of the modifier, such as nice. Use comparative when comparing two, such as nicer;
use superlative to compare three or more, nicest.

Do not use a double comparative (using –er with more) or double superlative (using –est with most).
His explanation couldn’t have been clearer (not more clearer).

Positive Comparative Superlative
Adjective

Adverb
clear

clearly
clearer

more clearly
clearest

most clearly
Irregular Forms
Adjective

Adverb
good
bad

well
better
worse

better
best
worst

best
Two or more syllables are usually compared by more or most.
Adjective

Adverb
efficient

easily
more efficient

more easily
most efficiently
most easily

2. Use an adjective form when a linking verb (am, is, are, look, seem, feel, appear, sound) joins the word
to the subject.
The image on the monitor looks clear. (You mean a clear image. You don’t mean the image is
doing the act of looking.)

http://www.englishpage.com/irregularverbs/irregularverbs.html

English and Business Communication
Chapter 2: The Grammar Game—Parts of Speech 24
3. Use adverbs, not adjectives, to describe or limit the action of verbs.
You shouldn’t take his remark personally. (The adverb personally describes the action of the verb
take.)

4. Hyphenate two more adjectives joined to create a compound modifier that comes before a noun.
The up-to-date software will save us time.
The software is up to date.

The ten-year-old car is not reliable.
The car is ten years old.

5. Keep adjectives and adverbs close to the words they modify.
He had saved almost enough money (not almost saved enough money).
Patty had only two days of vacation left. (not only had two days)

Exercise 9: Choose the correct modifier.

9.1 Until we have a (clear) picture of what is legal, we will proceed cautiously.

9.2. Britney thought she had done (good) in her job interview.

9.3 Robert only has two days before he must submit his (end-of-the-year, end of the year) report.

9.4 The architects submitted their drawings in a (last-minute, last minute) attempt to beat the deadline.

9.5 That movie we saw was (real, really) good.

Double Negatives
Negative adverbs such as no, not, nothing, scarcely, hardly, and barely should not be used in the same
sentence as a negative verb (didn’t, won’t).
Incorrect: He didn’t know hardly anyone in the office.
Correct: He didn’t know anyone in the office.

Incorrect: Asking her won’t do no good.
Correct: Asking her won’t do any good.
Correct: Asking her will do no good.

Exercise 10: Correct these double negatives.

10.1 He didn’t have nothing to do with it.

10.2 Drivers can’t barely see in the fog.

10.3 The insurance company didn’t have no good reason to deny the claim.

English and Business Communication
Chapter 2: The Grammar Game—Parts of Speech 25

Preposition

A preposition relates a noun or a pronoun to another word in a sentence. Below is a partial list.

Prepositions
about behind for of to
above below from off toward
according to beneath in on under
across beside in addition to onto underneath
after between in back of on top of unlike
against beyond in case of out/out of until
along by in front of outside up/upon
along with by means of in place of over up to
among concerning inside past with
apart from despite in spite of regarding within
around down instead of round without

Guidelines
1. Include necessary prepositions.
I graduated from high school. (not I graduated high school.)

2. Omit unnecessary prepositions
Both printers work well. (not Both of the printers work well.)
Where are the printers? (not Where are the printers at?)

3. Avoid the overuse of prepositions.
We have received your application for credit at our branch in the Fresno area.
We have received your Fresno credit application.

Exercise 11: Count the number of prepositions in the following paragraphs. Then circle the
nouns they modify.

Most people in Japan follow the traditional customs of their country. The Japanese traditionally bow
on certain occasions. They show great respect for their elders. Throughout their history, the Japanese
have also loved beauty. Their gardens are models of grace and delicacy. Japanese gardens are
exceptional in their harmony. Artificial and natural elements blend together as one in their gardens.

Keep adjectives and adverbs close to the words they modify.

If only…

 Only I hit him in the eye yesterday. (No one else hit him.)
 I only hit him in the eye yesterday. (I also considered slapping and poking.)
 I hit only him in the eye yesterday. (I could have hit plenty of others.)
 I hit him only in the eye yesterday. (Not in the nose or the mouth.)
 I hit him in the eye only yesterday. (Ah, what a day that was.)
 I hit him in the eye yesterday only. (Had it been two days in a row, then you could be mad.)

Nicole Stockdale, http://nstockdale.blogspot.com/

http://nstockdale.blogspot.com/

English and Business Communication
Chapter 2: The Grammar Game—Parts of Speech 26
Soft woven mats cover the floors of many Japanese homes. People customarily wear comfortable
slippers inside their homes. The guests of a family receive much kindness and consideration. People
sometimes cook on small charcoal stoves. They often prepare bowls of noodles. Diners frequently sit
around very low tables. Many Japanese people eat with chopsticks. Hosts serve small cups of fragrant
tea.

How many prepositions?

Prepositions and Idioms
Idioms are unique phrases in English that have evolved in various ways. If you are a native speaker of
English, you learned these idioms naturally—and still may misuse some of them. If you are not a native
speaker of English, you will need to learn these. Remember that learning the rules of grammar is like
learning the rules of a game. We can’t always explain why—we just need to follow the rules. For example,
you can say She talked down to him when you mean that a female treated someone as inferior; however,
you can’t say She talked under to him.

The following is a partial list of prepositional idioms (phrasal verbs) developed by Patricia Goldstein, ESL
composition instructor at the University of Wisconsin-Milwaukee. You can see the whole list at
http://bcs.bedfordstmartins.com/alred/content/cat_010/idioms.asp

Prepositional Idioms
 according to
 be acquainted with
 adapt for [a person]; adapt from [change]; adapt to [a situation] \
 be afraid of
 agree on [terms]; agree to [a plan]; agree with [a person]
 be angry at, about [a thing]; be angry with [a person]
 apply for [a position], apply to [contact]
 argue for, against [a position]; argue with [a person]
 arrive at [a specific location, a conclusion], arrive in [a city, country]
 compare [this] to/with [that]; contrast [this] to/with [that]
 convenient for [a purpose]; convenient to [a place]
 correspond to, with [a thing]; correspond with [a person]
 differ about, over [an issue]; differ from [a thing]; differ on [amounts, terms];
differ with [a person]
 be disappointed in, by, with
 divide between, among; divide [something] into [parts]; divide [this] into [that]
 expect [something] from [things, people]; expect [something] of [people]
 be frightened of/by
 hear about/of [something, someone]; hear from [someone]
 impatient for [something]; impatient with [someone]
 be involved in
 be the matter with
 necessary for [an action]; necessary to [a state of being]
 occupied by [things, people]; occupied with [actions]
 be surrounded by [people]; be surrounded with [things]
 talk to/with [someone] about [something]
 tell [someone] about [something]
 be tired of
 wait at [a place]; wait for [a person, an event]

http://bcs.bedfordstmartins.com/alred/content/cat_010/idioms.asp

English and Business Communication
Chapter 2: The Grammar Game—Parts of Speech 27
Exercise 12: Add the correct preposition.

12.1 Debit cards (differ ________ ) credit cards.

12.2 The frustrated client was growing (impatient ________ )

12.3 The umpire and the manager (disagreed ________) each other.

Conjunction

A conjunction connects words, phrases, or clauses. It acts as a signal, indicating when a thought is added,
contrasted, or altered.

Meet the FANBOYS!
For, And, Nor, But, Or, Yet, So

These are coordinating conjunctions that join similar elements.
Strong and tall (adjectives)
Easily and quickly (adverb)
Of the people, by the people, and for the people (prepositional phrases)
We disagreed, but we reached a compromise.

Subordinating conjunctions connect clauses (subject-verb combinations) in a sentence. They signal that
the clause is subordinate and cannot stand alone. You will study clauses in a later chapter. For now, become
familiar with this partial list.

Subordinating Conjunctions
after
although
as
as if
as though
because
before
if
since
than
though
till
unless
until
when
whenever
where
whereas
wherever
while

I will be grateful if you will work on this project with me.
Because I am running late, you will need to cover for me.

Guidelines
1. Use coordinating conjunctions to connect sentence elements that are parallel or balanced.
Weak: His report was correct and written in a concise manner.
Better: His report was correct and concise.

2. Do not use like as a conjunction.
Incorrect: It seems like this day will never end.
Correct: It seems as if this day will never end.

3. Don’t confuse the adverb then with the conjunction than. Then means ―at that time‖; than indicates the
second element in a comparison.

English and Business Communication
Chapter 2: The Grammar Game—Parts of Speech 28

Exercise 13: What is incorrect in these sentences?

13.1. Can you tell me where the meeting is scheduled at?

13.2. Our investigation shows that cell phones may be cheaper then landlines.

13.3. It seems like we have been taking this pretest forever.

13.4. My courses this semester are totally different than last semester’s.

13.5 Management has the capacity to increase fraud, or reduction can be achieved through the
policies it adopts.

13.6 We expect to finish up the work soon.

Interjection

An interjection is a word or group of words that express emotion, surprise, or disbelief. It has no
grammatical connection to other words in a sentence. Here is a partial list of interjections.

Common Interjections
aha
alas
gee
good grief

great
ha
hey
hooray
my
no
oh
oops
ouch
well
wow
yes

Guidelines
1. When an interjection expresses strong emotion, it usually stands alone; it begins with a capital letter
and ends with an exclamation point.
Ouch! That paper cut really hurts.
Good grief! My favorite store has closed.

2. When an interjection expresses mild feeling, it is written as part of the sentence and is set off with
commas.
Yes, we will comply with your request.

Exercise 14: Punctuate these interjections.

14.1. Well what do you think about that?

14.2. Wow I couldn’t believe what I saw.

English and Business Communication
Chapter 2: The Grammar Game—Parts of Speech 29

Assignment 2.1: Mad Lib

Directions: In keeping with the idea that grammar is a game, play this Mad Libs game with a partner.
Partner 1 will call out the parts of speech needed to complete the story. Partner 2 will provide the word
without looking at the sentences. At the end, read your story. Don’t be surprised if it sounds a little crazy—
hence the term ―mad libs.‖ Visit www.madlibs.com to play online.

In the Jungle!

I walk through the color jungle. I take out my _______________ canteen.

adjective

There’s a _______________ parrot with a _______________ ______________
adjective adjective noun

in his mouth right in front of me in the _______________ trees! I gaze at his
adjective

_______________ ______________. A sudden sound awakens me from my
adjective noun

daydream! A panther _______________ in front of my head! I _______________ his
present tense verb verb

_______________ breath. I remember I have a packet of _______________ that
adjective plural noun

makes _______________ go into a deep slumber! I _______________ it away in front
object case pronoun verb

of the _______________. _______________, he’s eating it! I ____________
noun interjection adverb

_______________ away through the ____________ jungle. I meet my friends at the
verb adjective

tent. __________ ! It’s been an exciting ______________ tiring day in the jungle.
interjection coordinating conjunction

Home

English and Business Communication
Chapter 2: The Grammar Game—Parts of Speech 30

Assignment 2.2: Jabberwocky

Directions: ―Jabberwocky‖ is a nonsense poem by Lewis Carroll. Read the poem first to get an idea of the
story. Then locate the familiar words and label the parts of speech. Next look at the nonsense words and
label those parts of speech. Example: He took his vorpal sword in hand. We know that a sword is a noun.
So, vorpal must be an adjective because it modifies or describes the word sword. If you get stumped, click
on the Jabberwock to link to the answers.

‘Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.

“Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware the Jubjub bird, and shun
The frumious Bandersnatch!”

He took his vorpal sword in hand:
Long time the manxome foe he sought—
So rested he by the Tumtum tree,
And stood awhile in thought.

And as in uffish thought he stood,
The Jabberwock, with eyes of flame,
Came whiffling through the tulgey wood,
And burbled as it came!

One, two! One, two! and through and through
The vorpal blade went snicker-snack!
He left it dead, and with its head
He went galumphing back.

“And hast thou slain the Jabberwock?
Come to my arms, my beamish boy!
O frabjous day! Callooh! Callay!”
He chortled in his joy.

‘Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.

English and Business Communication
Chapter 3: Business Communication Style—KISS 31
Chapter 3: Business
Communication Style—KISS

Objectives: After reading this chapter, you will be able to do the
following:

 Make business messages complete by anticipating and answering audience questions.
 Use a variety of methods to make business messages concise.
 Focus on the reader and emphasize the positive.
 Recognize the difference between concrete and abstract words and understand their effect on
messages.
 Recognize the effect that reading levels have on the clarity of business messages.
 Use the appropriate language level and avoid bias to achieve correctness.
 Use a variety of methods to make business messages coherent.

Keep It Simple

Strike three.
Get your hand off my knee.
You’re overdrawn.
Your horse won.
Yes.
No.
You have the account.
Walk
Don’t walk.
Mother’s dead.

Basic events require simple language. Idiosyncratically euphuistic
eccentricities are the promulgators of triturable obfuscation.

What did you do last night? Enter into a meaningful romantic
involvement
or
fall in love?

What did you have for breakfast this morning? The upper part of a hog’s
hind leg with two oval bodies encased in a shell laid by a female bird
or
ham and eggs?

David Belasco, the great American theatrical producer, once said, ―If you
can’t get your idea on the back of my calling card, you don’t have a clear
idea.‖
United Technologies

English and Business Communication
Chapter 3: Business Communication Style—KISS 32
Introduction

The theme of this chapter is very simple. Kiss your papers. Keep It Short and Simple. This doesn’t mean
that you write down to people in an insulting way. What this means is that you use words that are clear and
familiar. You write sentences and paragraphs that are clear and easy to understand.

Your goals in business communication are to achieve your purpose and meet the needs or your audience.
To accomplish this, you want to develop a style that will convey your ideas quickly and effectively.

7 C’s of Effective Business Communication

To get you thinking like a business communicator, let’s look at seven components that will help you
become a better business writer.

 Completeness
 Conciseness
 Consideration
 Concreteness
 Clarity
 Correctness
 Coherence

Completeness

The first goal of business communicators is to be COMPLETE.

Because a written message is not always the timeliest way of communicating, you don’t want to waste
time. Make sure your messages are complete by providing all the information your reader needs: the who,
what, where, when, why and how.

In news writing, the lead paragraphs contain the most important information. Journalists use a structure
called the inverted pyramid and put the most important information in the opening paragraphs. The
information decreases in importance. The advantage is that readers learn the most important information at
the beginning—even if they can’t read the entire article.

Exercise 1: Read the lead paragraphs of this article and identify the who, what, where, when,
why, and how.

Home-Buyer Credit Is Focus of Inquiry, John D. McKinnon, Wall Street Journal, October 20,
2009
WASHINGTON — The Internal Revenue Service is examining more than 100,000 suspicious claims
for the first-time home-buyer tax break, another sign of potential trouble for the soon-to-expire
program.

The measure, adopted in February as part of the economic-stimulus bill, gives first-time buyers an
$8,000 tax credit in an effort to boost sales and stimulate the moribund housing market. The program is
set to end Nov. 30, but housing-industry leaders are lobbying Congress to extend it.

English and Business Communication
Chapter 3: Business Communication Style—KISS 33
More than a million claims for the credit have been received so far, and housing-industry experts
estimated that the credit has helped generate about 350,000 home sales that wouldn’t otherwise have
occurred. But some lawmakers and tax experts now say there is evidence that a significant number of
the claims might prove to be unjustified, or even fraudulent.

Who? When?

What? Why?

Where? How?

Conclusion: To be COMPLETE, try to anticipate your reader’s questions. What do they know? What do
they need to know? After you have written your message, review it from the reader’s perspective. Have you
answered all the questions?

Conciseness

The next goal of business writers is to be CONCISE.

When you KISS your papers, you avoid affectation: you eliminate language that
obscures meaning. These include words that are

 too ornate (use previous instead of aforementioned),
 too pompous (use among instead of amongst), or
 too pretentious (use idea instead of conceptualization).

Remember the key idea from Chapter 1: Business writing is spoken English at the
highest level. If you wouldn’t say aforementioned, then you shouldn’t write it. Your
first goal is to convey information.

Eliminate Clichés
One way to be concise is to eliminate clichés—those old, tired expressions that are
trite and overused such as pull up stakes or play second fiddle. Not only are they
imprecise, they can be confusing to an international audience. A professional
basketball player from another country once explained that a game was a walk of the
cake, which was his understanding of the term cakewalk, a cliché meaning
something was easy.

NHL Network Clichés

Use Familiar Words
Another way to be concise is to use familiar words instead of unfamiliar words. The challenge here is to
avoid overworked terms such as scenario, prioritize, time frame, or utilize. Short words are generally more
vivid than long ones and improve the readability of a message. Instead of telephonically communicate, use
phone or call.

Avoid Wordiness and Repetition
Consider sending your messages as telegrams where you have to pay by the word. Be cheap! Be concise
and precise and avoid repetition.

Old, but still true…

 When you draft a message,
remember other people love to
―correct‖ drafts. The more
textually taut you keep it, the
less chance for others to
pounce on it.
 The Lord’s Prayer has 71
words.
 The Ten Commandments have
297.
 The Gettysburg Address has
271.
 The legal marriage vow has
two.
 General McAuliffe (when asked
to surrender during the Battle
of the Bulge in World War II)
made his point in one: ―Nuts!‖

For practice, send you message to
yourself as a straight telegram at
your own expense. Chances are the
less your telegram costs, the more
effective your memo is.
Adapted from
United Technologies

English and Business Communication
Chapter 3: Business Communication Style—KISS 34
Instead of Write
We wish to inform you that we have sent your order. We have sent your order.
Due to the fact that Because
Houses that are purchased after the January 1 deadline Houses purchased after January 1
Totally complete Complete
In actual fact Actually or In fact

Begin Sentences Directly
Avoid empty sentence beginnings like it is and there are. These are called indefinite pronoun starters and
waste the reader’s time. You want to frontload your message: put the most important information at the
beginning. People tend to skim when they read. They look at the beginnings of sentences, beginnings of
paragraphs, and beginnings of messages and then decide if they want to read further. Unless you’re trying
to minimize negative news, don’t place your important ideas at the ends of sentences, paragraphs, or
messages.

Instead of Write
There are ways to improve your writing. You can improve your writing in several ways.
It is important that you respond… Please respond…

Avoid Jargon
Jargon is a term that refers to words used by a specific occupation, activity, or group. For example, a
firewall would have different meanings for a firefighter and a computer professional. Being in the weeds
has different meanings for a waitperson and a biologist. Although you can use these job-specific words
with a peer audience, you need to consider how well an external, secondary, or intercultural audience
would understand these unfamiliar words.

Exercise 2: Revise these sentences.

Replace the clichés.

2.1 When Anna transferred into the marketing department, she got into a pickle because she couldn’t
hold a candle to the old timers who really knew their stuff.

2.2 We burned the midnight oil and left at the crack of dawn, but we finished the report because we
didn’t want to be a day late or a dollar short.

Use shorter, simpler words.

2.3 The archaic computer is ineffectual for solving primitive problems.

2.4 ―The more flexible an economy, the greater its ability to self-correct in response to inevitable,
often unanticipated, disturbances and thus to contain the size and consequences of cyclical
imbalances.‖ Alan Greenspan, former chair of the Federal Reserve.

Rephrase the following in fewer words.

2.5 We are of the conviction that writing is important.

English and Business Communication
Chapter 3: Business Communication Style—KISS 35

2.6 If you have any questions or need information about this or any matter, please do not hesitate to
call or contact me any time during business hours from 9 a.m. to 5 p.m. daily, Monday through
Friday.

Rewrite to eliminate empty sentence beginnings.

2.7 It is a sunny day today.

2.8 There are many ways for you to improve your writing.

Replace the jargon in these sentences with familiar terms.

2.9 Employees were offered many choices on the company cafeteria plan.

2.10 The unemployed manager went to a headhunter.

Conclusion: To be CONCISE, consider sending your messages as telegrams where you have to pay by the
word. Be conservative and precise.

Consideration

The next goal of business writers is to be CONSIDERATE of the reader.
To do this, you should concentrate on the reader and the way the reader will receive the message.

Focus on the “You-Benefits”
In Chapter 1, you learned that business communication is purpose driven and audience centered. As such,
you need to focus on the you-benefits by showing how your reader can benefit from this information. If
you show interest in the reader and demonstrate your integrity and tact, your reader will be more inclined to
accept your message.

You first need to identify your reader. Is he a peer worker? Is she a supervisor? Is he a general manager?
Are they people with no inside knowledge of your topic? Effective communicators adapt to their readers
and emphasize ideas of general interest to their readers.

Emphasize the Positive
To show consideration for the reader, you want to emphasize the positive, even in a negative message.
Instead of writing what you can’t do, focus on what you can do. Remember that keeping customers is easier
than acquiring new ones. You want to maintain a good relationship and remain profitable.

Be careful: sometimes using the word you may sound accusatory. To show consideration for the reader,
you want to emphasize the positive, even in a negative message.

English and Business Communication
Chapter 3: Business Communication Style—KISS 36

Show Courtesy
In your writing, you want to be sincere, tactful, thoughtful, and appreciative. Because you are representing
your company, you want to omit irritating or hurtful expressions.

Think: One way to ensure courtesy is to examine the connotations of your words and consider how the
reader might misinterpret them.

Wait: Don’t respond when you are angry. If you answer in a heated moment, you can easily worsen an
already bad situation.

Lower your voice: Don’t use all caps when you write. This has become the equivalent of yelling and is
considered rude. You can emphasize points with bold type or underline.

Keeping customers is easier than acquiring new ones. By being courteous, you earn your audience’s
respect.

Apologize When Necessary
Should you apologize? People sometimes apologize unnecessarily. Are you truly sorry you can’t loan a
person money when that person has a poor credit record? That would be insincere. If your business
decision is based on logic and sound reasoning, you should not apologize. Apologies tend to weaken your
position. You set up liability and responsibility issues. However, if your company has erred, respond
promptly and apologize good-naturedly.

Exercise 3: Revise these to show consideration.

Revise these sentences to emphasize the benefits to the audience.

3.1 We insist that you always bring your credit card to the store.

3.2 I am applying for the position of bookkeeper in your office. I feel that my grades prove that I am
bright and capable, and I think I can do a good job for you.

Revise these sentences to be positive rather than negative.

3.3 We don’t make refunds on returned merchandise that is soiled.

3.4 You failed to return the order form with the package so we cannot complete your order.

Revise these words to be more courteous.

3.5 stubborn

3.6 wrong

3.7 loudmouth

Conclusion: To show CONSIDERATION, you as a writer must adapt your message to the reader and
purpose. People respond to messages when they see how they will benefit.

English and Business Communication
Chapter 3: Business Communication Style—KISS 37

The Core Rules of Netiquette

Concreteness

The next goal of business writers is to use CONCRETE words and data.

In Chapter 2, you learned that nouns can be either concrete or abstract. Concrete words can be perceived by
the senses: sight, sound, touch, taste, and smell. They are direct, vivid, exact and clear, such as desk, office,
bell, picture, and flower. Abstract words are broad and encompass a category of ideas, such as loyalty,
morale, and motivation. Because abstract words are open to many interpretations, you should try to blend
abstract terms with concrete terms. The more complex or abstract an idea, the more you need to include
examples, illustrations, or visual aids. For example, notice how this paragraph provides examples to explain
the abstract terms concrete and abstract (Even this sentence begins with For example!).

A lot of people use a lot a lot. Don’t! Whenever possible, use vivid, image-building words, specific data
and strong action verbs. Far too many people use a lot far too often.

Use vivid, image-building words:
Weak: That movie was really good.
Better: That movie was suspenseful.

Use specific data:
Weak: A lot of people bought tickets early.
Better: More than 85 percent of the audience bought their tickets two weeks in advance.

Use strong action verbs:
Weak: The sales representatives had a meeting about the new products.
Better: The sales representatives met to evaluate the new products.

Exercise 4: Write a concrete phrase for each vague phrase.

4.1 Some years ago, he made good money.

4.2 His grade on the aptitude test was not high.

4.3 Damage from the fire was significant.

Conclusion: In business, you will need to discuss both concrete and abstract terms in business
communication. For CONCRETENESS, use specific terms when possible and use abstractions only when
necessary

Clarity

The next goal of business writers is to be CLEAR.

Do you talk to everyone using the same language? No, you adjust your language style to your listener.
Your friends hear one type of language; your superiors hear another. You talk to older people and young

http://www.albion.com/netiquette/corerules.html

English and Business Communication
Chapter 3: Business Communication Style—KISS 38
children with different vocabularies and sentence structure. You constantly adjust your manner of speaking
to your listener.

Readability Level
One way to achieve clarity in writing is to use the appropriate readability level. Readability level is the
amount of education a person needs to understand what is being read. A person with an eighth-grade
education should be able to read materials with a readability level of 8. Two formulas for determining
readability are the Fog Index and the Flesch-Kinkaid system. Whatever formula you use, the basic
determinants are sentence length and word length. Complex and long sentences raise the readability level.
Long words of three or more syllables increase readability level.

Examine the articles that appear in The Wall Street Journal and the Houston Chronicle. Which has the
higher readability level? The lower readability level? Why?

A national publication, The Wall Street Journal has the higher readability level
because of the nature of its audience and the purpose of its content. Its
demographics are narrower: predominantly male, older, more educated, higher
income business executives. Its audience reads The Wall Street Journal for in-
depth business analysis; thus, stories tend to be longer and more complicated.

As a metropolitan newspaper, The Houston Chronicle has a more diverse and
general audience. The demographics of the audience are wider in gender, age,
education, income and interests. Because of the area, the paper focuses on the oil,
gas, space, and international news. The readability level will vary more among
sections: highest on the editorial page, lowest on the sports and women’s pages
(no sexism intended!). The business news will have some complexity but not at
the level of the Wall Street Journal.

Use the appropriate readability level.
In Microsoft Word, you can Test Your Document’s Readability through the Spelling and Grammar Option.
A free online tool, Tests Document Readability and Improve It, provides statistics from a variety of
sources. Just copy and paste your text in the box, and then process your text.

If your readability level seems too high for your particular audience, then shorten your long, complex
sentences or make more sentences. You should also check your vocabulary—don’t use a long word when a
short one will do (for example, use is more readable than utilize, main is more readable than predominant.)
If your readability is too low, then combine your sentences into complex sentences.

http://online.wsj.com/home-page

http://www.chron.com/

http://office.microsoft.com/en-us/word/HP101485061033.aspx

http://www.online-utility.org/english/readability_test_and_improve.jsp

English and Business Communication
Chapter 3: Business Communication Style—KISS 39
Exercise 5: Lower the readability level of this sentence. (Hint: Think ―Dr. Seuss.‖)

Because the absence of solar energy and the abundance of precipitation made frivolity impossible,
we inhabited our domicile for the entirety of that inclement diurnal period. (20.5 Fog Readability
Level)

Conclusion: Too many short, choppy sentences inhibit readability. Too many long sentences with a multi-
syllabic vocabulary also inhibit readability. What should your readability level be? Try to stay the 8
th
– to
12-th grade range. Always consider your reader and your message and make your message CLEAR.

Correctness

The next goal of business writers is to use the CORRECT language level and bias free-terminology.

Use the Correct Language Level: From Tuxedo to T-Shirt
In Chapter 1, you learned about two types of language levels—the formal and informal. Mamie Hixon,
Writing Lab Director at the University of West Florida calls this Tuxedo and T-Shirt Language. Just as
you would change your clothes for different occasions, you would change your language for different
purposes and audiences.

Formal Informal
Work of a specialist to other specialists Relaxed style using colloquial or
conversational style
Impersonal and objective tone, which
causes distance between the reader and
the writer
More personal and subjective tone,
which closes distance between the reader
and the writer
No contractions, slang, or dialect More familiar vocabulary
More sophisticated sentences because
of complex ideas
Less complex or difficult sentence
structure
Examples: professional journals, legal
documents
Examples: private letters, non-fiction,
general interest books, and magazines

http://uwf.edu/writelab/advice/documents/wa-onjobgram6.htm

English and Business Communication
Chapter 3: Business Communication Style—KISS 40

Exercise 6: Read the following three letters and identify the formal, the conversational, and the
informal writing style. Explain.

Remember that business writing uses spoken English at the highest level, so you want to sound professional
without being too stiff and formal or too relaxed and informal.

Bias-Free Language
Another way to be correct is to use bias-free language which eliminates unethical, embarrassing blunders in
language.

 Gender bias: Replace words that inaccurately exclude women or men, such as salesman or businessman.
Avoid using female-gender words such as authoress or actress. Use the same label for everyone in a
group, such as sales representative, author, or actor.

 Racial/Ethnic bias: Eliminate references that reinforce racial or ethnic stereotypes. Avoid identifying
people by race or ethnic origin unless a label is relevant. For example, in discussing the high dropout rate
you might need to indicate racial categories.

 Age bias: Mention the age of someone only when it is relevant. The age of a nine-year-old music prodigy
or a ninety-year old high school graduate is relevant.

 Disability bias: Avoid references to an individual’s physical limitations unless relevant. If it is relevant,
refer to the people first and their disabilities second. Zak is a marathon runner who runs on a prosthetic
leg. The words ―disability‖ and ―handicap‖ have different connotations to different people, so extra tact
is needed. For example, some people would argue whether being deaf was a disability or handicap.

Exercise 7: Rewrite each of the following to eliminate bias.

7.1 For a Latina, Sophia certainly is outgoing.

7.2 Adam uses a wheelchair, but he doesn’t let his handicap affect his job performance.

Letter A Letter B Letter C
Dear Mr. Gonzales:

Enclosed please find the
information that was requested
in our telephone communication
on May 14. As was discussed at
that time, AGBell
Communications has
significantly more digital
telephony products that any
other mobile provider in the
state.
….
Please contact me in the event
that you have questions or would
like additional information.

Most sincerely yours,
Samuel G. Berenz
Dear Gabe:

Just sending along the info we
talked about on Friday. As I said,
AGBell has more phone plans any of
those other guys.
….
Want to know more? Just call. I’m at
the office between 9:00 and 5:00
Monday through Friday.

Take care,
Sam

Dear Mr. Gonzales:

I am sending along the information
you requested on Friday. As I
mentioned, AGBell has more cell
phone options than other cell
phone companies.
….
Feel free to call me anytime
between 9:00 and 5:00 Monday

Sincerely,
Samuel G. Berenz

English and Business Communication
Chapter 3: Business Communication Style—KISS 41
7.3 A pilot must have the ability to stay calm under pressure, and then he must be trained to cope with
any problems that arise.

Conclusion: Business writing uses spoken English at highest level. Your goal is to get the reader to
understand the message. By using a professional writing style and avoiding bias, your writing will be
CORRECT.

Coherence:

The next goal of business writers is to make your ideas COHERE.

Coherence is a logical order of ideas with clear transition. To achieve this, you include only relevant
material and organize it into logical patterns. You show the relationships of your ideas with appropriate
subordination and transitions. Here are some ways to improve coherence.

Use Effective Sentences
One way to achieve coherence is to rely on short sentences without being choppy or boring. An effective
business sentence should follow these guidelines
 average 15-20 words
 two typed lines
 1 idea=1 sentence.

Sentence Length Comprehension Rate
8 words 100%
15 words 90%
19 words 80%
28 words 50%

Vary Sentence Structure
However, too many short sentences make writing choppy; too many long sentences will lose the reader if
too much information has to be absorbed. You should vary your sentence structure. For this, you need to
remember what a sentence is.

Sentences come in four kinds: Simple Compound Complex Compound-Complex

A Simple Sentence has one subject and verb combination (also called a clause). The subject or the verb
may have more than one part, but a simple sentence expresses only one complete thought. In these
sentences, the subject is underlined once and the verb is underlined twice.

The accountant studied the new tax code. (Simple sentence)

The accountant and the bookkeeper work together. (Simple sentence with compound subjects)

The accountant studies the tax code and keeps the books. (Simple sentence with compound verbs)

A Compound Sentence has two or more independent clauses. Each clause expresses a complete thought.
The clauses are connected by either a coordinating conjunction (for, and, nor, but, or, yet, so) or by a semi-
colon (;).

The accountant studied the tax code, and the bookkeeper prepared the form.

English and Business Communication
Chapter 3: Business Communication Style—KISS 42
The accountant and the bookkeeper reconciled the account; they work well together.

A Complex Sentence has one independent clause and one or more dependent clauses. The independent
clause and each dependent clause in a complex sentence have its own subject and verb. Each dependent
clause begins with one or more of the following subordinating conjunctions or relative pronouns (see chart
below).

When the bookkeeper and the accountant had gathered the information, they prepared the
company’s tax forms.

They worked for two days because they faced a deadline.

Important: Sometimes the subordinating conjunction or relative pronoun in the dependent clause of a
complex sentence is understood but not stated. For example, in the sentence below the subordinating
conjunction ―that‖ is understood but not stated.

The accountant and the bookkeeper hope / the IRS is satisfied.
independent clause [that] dependent clause

A Compound-Complex Sentence has at least two independent clauses and one or more dependent clauses.

When the owner saw the bill, the accountant began to explain, but the bookkeeper tried to leave.

Exercise 8: Identify each sentence as being simple, compound, complex, or compound-complex.

8.1 Mrs. Sanchez wanted to see the account clerk, but he had already left for lunch.

8.2 Megan, Eileen, and Remy arrived late and left early.

8.3 We can mail your letters today if you can get them to the mailroom by 3 p.m.

8.4 Although the company will have to cut staff, no current employees will be laid off; the reduction
will take place through attrition.

Subordinating Conjunctions and Relative Pronouns
after how provided when while
although if than whenever who
as, as if in order that that where whom
as long as once though wherever which
because since unless what whoever
before so that until whatever whomever

English and Business Communication
Chapter 3: Business Communication Style—KISS 43
Notice that the compound-complex sentence is still less than two lines long. With 22 words, the
comprehension rate is somewhat low, but all the ideas are related in that sentence. Too many long
sentences will inhibit comprehension. Too many short sentences will sound like a primary grade reader.

Use Subordination
Vary your sentence structure and use appropriate subordination (complex sentences) to emphasize the most
important idea.

What is subordination? When you have ideas of unequal importance, you can emphasize the most
important idea by writing it in an independent clause. It’s important so it can stand by itself. You can
subordinate (minimize) the idea of weaker importance.

Let’s look at two examples.
Tracy uses simple language when she writes to customers.
When she writes to customers, Tracy uses simple language.

Even though the clause order is different, these sentences express the same message with the same
emphasis. The most important idea in each sentence is the independent clause:
Tracy uses simple language.

The less important idea is a dependent clause introduced by a subordinating conjunction when she writes to
customers. Changing the order of the clauses does not affect the emphasis.

Emphasize: Here’s an organizational hint for you to remember. People skim the beginnings and ends of
paragraphs. Do you want your idea to stand out? If so, begin your paragraph with the first example or end
your paragraph with the second example. The stronger idea (the independent clause) will be either the first
or last idea the reader remembers.

Minimize: Do you want to minimize the effect of the independent clause, begin your paragraph with the
second example or end your paragraph with the first example. The reader will remember the weaker idea.
This clause order becomes more important when you have negative news to convey.

Exercise 9: Use subordination to indicate how the ideas expressed in the sentence relate to each
other and to emphasize the most important idea or ideas.

9.1 I recorded my speech on a CD. The CD can be recorded over. It does not need to be erased.

9.2 Deepa studied interior design at a technical school. She joined her aunt’s firm as a decorator in
2009.

9.3 Sales of cell phones were declining. The management of AGBell became worried. The
management decided to initiate a TV ad campaign.

Use Transition
Another way to improve coherence and clarify the relationship of your ideas is to use transition.
Transitional words and phrases act as a two-way indicator between what has been said and what will be
said. The chart below provides examples of transitional words and phrases and the context in which they
may be used. While using some of these might be intuitive (you just know what would work), you can
mislead the reader if you do not use the correct transition.

English and Business Communication
Chapter 3: Business Communication Style—KISS 44
Transitional Words and Phrases
To add or
strengthen
To show time
or order
To clarify To show cause
and effect
To
contradict
To contrast
additionally after for
example
accordingly actually as opposed
to
again before for instance as a result but at the same
time
also earlier I mean consequently however by contrast
besides finally in other
words
for this reason in fact conversely
likewise first that is so instead on the
contrary
moreover meanwhile this means therefore rather on the other
hand
further next thus thus still
furthermore now to put it
another
way
under the
circumstances
though
previously yet

Exercise 10: Read these groups of sentences and choose the appropriate transitional word or
phrase to show the relationship of these ideas.

10.1 An improperly installed modem will not operate correctly. When you set up the program, you
should read the directions carefully.

10.2 Health Care Associates was able to reach its fund-raising goal on time this year. Independent
Hospice was forced to extend its fund-raising deadline for three months.

10.3 The branch manager explained to the new tellers how to deal with impatient customers. The
teller supervisor told the new employees that they should consult her if they had difficulty
handling those customers.

Once you learn the power of transitions, you may have the tendency to overuse them. Use transitions if
your reader might misunderstand or if you need to provide a smooth transition from one sentence to
another. Transitions are not only limited to words; they can be sentences or paragraphs that connect and
smooth ideas in longer messages.

Write Strong Paragraphs
So far, we’ve been talking about words and sentences; let’s put these together and examine what types of
paragraphs are used in business writing. You can achieve coherence by developing your paragraphs
effectively.

A paragraph is a group of related sentences that develops the idea of topic sentence, provides a logical
break on page, and provides visual assistance to reader.

English and Business Communication
Chapter 3: Business Communication Style—KISS 45
Keep Paragraphs Short
We’ve kissed our words and we’ve kissed our sentences. What do you think business
writers do with paragraphs? Keep your paragraphs short. Think about the readers of your
messages. They are busy people who want review your information quickly and perhaps
study certain sections later.

Short, Long, Short: For introductions, transition sentences and conclusions, use one to two
sentences per paragraph. For your details, use five to ten sentences per paragraph.

Visualize this structure as a diamond: short, long, short. With short paragraphs, beginnings
and endings are easily seen; points of emphasis are quickly recognized. Long paragraphs
are intimidating and can have negative psychological effect; they may seem too dull or
difficult. Short paragraphs look well organized and invite the reader to read. You can still
vary sentence length.

Write Unified Paragraphs
Remember that a group of sentences develops a single thought (topic sentence); all sentences should
express and develop one topic or idea. One exception is a transition paragraph that covers two topics—the
one before and the one after.

Paragraphs are composed of three elements
 Topic sentence: This tells reader the subject of the paragraph with a summary of the general idea.
In business writing, it is usually explicit and often the first sentence of a paragraph.
 Related sentences: These all must have bearing on same subject; provide specific details to make
topic sentence clear.
 Transitional elements: These are words and phrases to show how paragraphs and ideas within
them are related.

Exercise 11: In the following paragraph, identify the topic sentence, the related sentences, and
the transitional elements.

(1) At a time when many thought that sports were too rough for women, Sally Ride became a
nationally ranked tennis player who considered turning pro. (2) At a time when opportunities for
women were limited, Ride chose to attend college and majored in non-traditional fields, graduating
from Stanford University in California in 1973 with degrees in physics and English. (3) This too is
remarkable because few women were expected to excel in math and science. (4) As the first American
woman to fly in space, Sally Ride belongs to a generation of women who broke traditions and achieved
in fields not normally opened for women. (5) Furthermore, she became a rocket scientist in the true
sense when she later earned a doctoral degree in astrophysics.

11.1 What is sentence number of topic sentence?

11.2 What are the sentence numbers of related sentences?

11.3 What is/are the transitional element(s)?

Revised Paragraph
As written, the above paragraph is weak because the main idea is hidden in the middle of the paragraph. A
reader skimming would think this paragraph is about Sally Ride playing tennis since that is the topic of the
first sentence. Just as you frontload your sentences with strong subjects and verbs, you should frontload
your paragraphs with the main idea. Look at the revised paragraph.

Short

Long

Short

English and Business Communication
Chapter 3: Business Communication Style—KISS 46
As the first American woman to fly in space, Sally Ride belongs to a generation of women who
broke traditions and achieved in fields not normally opened for women. At a time when many
thought that sports were too rough for women, Sally Ride became a nationally ranked tennis
player who considered turning pro. At a time when opportunities for women were limited, Ride
chose to attend college and majored in non-traditional fields, graduating from Stanford University
in California in 1973 with degrees in physics and English. This too is remarkable because few
women were expected to excel in math and science. Furthermore, she became a rocket scientist in
the true sense when she later earned a doctoral degree in astrophysics.

Now you can see a coherent and organized paragraph. The reader knows the main idea at the very
beginning—Sally Ride broke traditions and achieved in fields not normally opened for women—and the
rest of the sentences develop that idea—nationally ranked tennis player, degrees in physics and English,
rocket scientist, degree in astrophysics.

Conclusion: Coherence involves using sentences with variety and effectiveness, joining clauses either
through subordination or transition to show the relationship of the ideas, and developing well-organized
paragraphs.

Conclusion

To conclude the discussion of effective business writing, examine the two messages based on these goals.

Exercise 12: Which one is the better and why?

Message A Message B
This year’s performance evaluation at the
annual managers’ meeting found a
marked improvement in the sales records
of selected departments over the previous
year’s figures. For this the appropriate
personnel are to be congratulated. It is
hoped that some of the ideas that were
exchanged at the aforementioned meeting
will prove of ultimate assistance to the
sales staff. Should any questions arise as
to how to implement said sales
procedures’ suggestions, the writer will be
pleased to respond to any and all
inquiries.

When we evaluated each department’s
performance at the annual managers’ meeting,
we found a 10% improvement in the sales
record of the majority of departments over the
last year’s figures. Ours was one of the
departments that improved.

I congratulate the members of the department
on their performance. Furthermore, I hope that
some of the ideas that were exchanged at the
managers’ meeting will be helpful to you. You
will receive a list of these ideas soon, and I will
be meeting with you to discuss them.

In the meantime, please contact me if you have
any questions.

Podcast: Effective Business Writing.

http://video.google.com/videoplay?docid=-4630262432212314201&ei=Rz7eSrTlFYGKqAPHr6DPAg&q=business+writing&hl=en

English and Business Communication
Chapter 3: Business Communication Style—KISS 47

Assignment 3.1: Article Analysis

Directions: Choose two or three articles from a magazine or newspaper and analyze the writing style using
the criteria discussed in this chapter. Determine the average readability level. Is this appropriate for the
purpose and audience of this periodical? To guide your analysis, consider these questions: Are the articles
complete? Is the writing style concise? Do the articles include jargon? If so, is this appropriate? Is the
language level formal, conversational, or informal? Use examples from the articles to support your
analysis. Write a 250-500 word memo to your instructor and discuss the strengths and weaknesses of the
writing style as it relates to the concepts of effective business communication.

Assignment 3.2: Revision Exercises

Directions: Using the concepts discussed in this chapter, revise these sentences.

1. Because we need more space for our new inventory, we’re staging a two-for-one sale.

2. So that we may bring our customer records up-to-date and eliminate the expense of duplicate
mailings, we are asking you to complete the enclosed card.

3. If you had listened to our agent more carefully, you would know that your policy does not cover
accidents outside the United States.

4. The salary we are offering is commensurate with other managers’ remuneration.

5. Pursuant to your invitation, we will interrogate our agent.

6. It would not be inadvisable for you to affix your signature at this point in time.

7. Our Accounting Department takes this opportunity to inform you that we have credited your
account for the aforementioned sum.

8. There are four new menu items we must promote.

9. It is perfectly clear that meetings held on a monthly basis are most effective.

10. Each and every employee may change and alter their schedule to accommodate customer business.

11. As for the area of athletic shoes, the degree of profits sagged.

12. This is to inform you that we have a toll-free service line.

13. We must conduct an investigation of all parking violations before we can give consideration to
your fine.

14. Pursuant to your request, enclosed please find a job application.

15. Your goal should be to write business messages that are concise, clear, and written with
courteousness.

http://www.online-utility.org/english/readability_test_and_improve.jsp

English and Business Communication
Chapter 4: The Grammar Game—Capitalization and Punctuation 48
Chapter 4: The Grammar Game—Capitalization
and Punctuation

Objectives: After reading this chapter, you will be able to do the following:

 Use the rules of capitalization correctly.
 Understand the effect of punctuation on clear business communication.
 Use the rules of punctuation correctly.

Introduction

Remember the grammar game you began in Chapter 2? Well, here is the second round. Now that you know
your parts of speech, you can move on to capitalization and punctuation. By mastering these mechanics,
you will ensure that your ideas are clear and correct. Writers lose credibility when their messages have
grammatical errors, so never underestimate the impact that correct capitalization and punctuation can have
on your messages.

Capitalization

By looking at the original preamble to the Constitution of the United States, you can see that the rules of
capitalization (and spelling) have changed over the years.

We the People of the United States, in Order to form a more
perfect Union, establish Justice, insure domestic Tranquility,
provide for the common defence, promote the general Welfare, and
secure the Blessings of Liberty to ourselves and our Posterity, do
ordain and establish this Constitution for the United States of
America.

Using the rules today, the authors of the Constitution would capitalize only the first word of the sentence,
―We,‖ and ―United States of America.‖ In the past 200 years, the guidelines have been streamlined and
more changes will no doubt occur. Meanwhile, we need to focus on the current Capitalization Rules of the
Grammar Game.

Guidelines
1. Capitalize proper nouns and proper adjectives that name specific people, places, things, and so on.

Proper Nouns Common Nouns
Jose Sanchez the electronics technician
India, Costa Rica a country
Yale University a college, a school
Central Park a park in the city
Baptist, Islam a religion
Bluebonnet Room a meeting room
Baybrook Mall a shopping mall
Rosecrans Memorial Airport airport

English and Business Communication
Chapter 4: The Grammar Game—Capitalization and Punctuation 49
Proper Adjectives
French cooking, German chocolate cake, pre-Raphaelite painting, Kodak camera

Exceptions: Some words become so common that they are no longer capitalized, as in french fries,
venetian blinds, or roman numerals.

2. Capital months of the year and days of the week.
January July
February August
March September
April October
May November
June December

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday

3. Capitalize specific geographic locations including continents, states, provinces, geographic features
Brooklyn, New York
Grand Canyon
Mississippi River
St. Joseph, Missouri

4. Capitalize the first words in a letter salutation and in a letter closing.
Dear Pat, Sincerely,
Best regards,

5. Capitalize family terms when they are used instead of a name or with a name.
Aunt Rekha, Nanna,

…but do not capitalize family terms when they follow a possessive noun or other determiner.
Have you met my father?
My cousins supported me.

6. Capitalize the letters of deities, religions, religious groups, holy people, religious leaders, scriptures,
and holy days.
God, Allah, Yahweh
Buddhism, Christianity, the Pope
the Torah, the Bible, the Koran
Easter, Ramadan

7. Capitalize titles when used with a name.
Personal Titles Mr., Mrs., Ms.
Religious Titles Reverend Smith, Father Mark, Imam Omar, Rabbi Stein
Royal Titles Prince Charles, Queen Victoria, Emperor Akihito
Government Titles President Obama, Speaker Nancy Pelosi
Academic Titles Professor McGonagill, Dean Palmer, Provost Subramanian, Dr. Cox
Professional Titles the Honorable Paul Malik, Judge Dibrell
Military Titles General McFarland, Admiral Nimitz, Sgt. York

… but don’t capitalize when they stand alone or follow a person’s name in the text.
The minister will deliver a sermon on Sunday.
We met the queen after the party.
Jack Welch, former president of General Electric, wrote a book.

English and Business Communication
Chapter 4: The Grammar Game—Capitalization and Punctuation 50
8. Capitalize organization names.
Business American Business Women’s Association
Charity March of Dimes
Education American Distance Education Consortium
Military Veterans of Foreign Wars
Political the Republican Party, the Democratic Party
Social Sigma Alpha Epsilon

9. Capitalize seasons only in certain situations: when they are personified ―Oh, Spring!‖; when they are
used with a year, as in Spring 2010; or when used as a title, as in Fall Flower Show.

10. Capitalize points of the compass when they name specific regions
the Northwest Passage
Southern hospitality
The military family lived in the Far East for two years.

… but do not capitalize directions or general references
Turn east at the stop sign.
We prefer northern winters.
They moved to the west part of town.

11. Capitalize trademarked names but not the product.
Microsoft computers Kleenex tissues
Excel spreadsheet Sprite soft drink

12. Capitalize the names of planets, satellites, stars, constellations, and asteroids. Do not capitalize earth,
sun, or moon unless they name specific bodies in the solar system.
We planted the bulbs in the newly plowed earth.
The third planet closest to the sun is Earth.

13. Capitalize the first word, the last word and all major words in titles of published or artistic words, such
as books, magazines, poems, song titles, movies, television shows, newspapers, articles. Within the
title, do not capitalize articles (a, an, the), or conjunctions and short prepositions of three or fewer
letters.
A Tree Grows in Brooklyn (book)
“The House That We Grew Up In”(song title)
―What’s Love Got to Do With It‖ is a song in the album Tina Turner Love Songs

14. Capitalize the first word in a sentence and the first word in quoted sentence.
We were surprised when we heard him say, ―There is no good reason for doing this.‖

15. Capitalize words used in a direct address.
No, Your Honor, I did not hear the question.
If you’ll follow me, boys and girls, I’ll show you the way to the door.

16. Capitalize nouns followed by numbers of letters
The bus took Exit 12 off the Interstate 45 and followed the signs to Terminal 3 so we could catch
Flight 129 to New York.

…but do not capitalize numbers after page, paragraph, line, size or verse.
Find page 3, paragraph 2, line 6 to read the instructions.

A Little Help with Capitals

http://owl.english.purdue.edu/owl/resource/592/1

English and Business Communication
Chapter 4: The Grammar Game—Capitalization and Punctuation 51

Exercise 1: Proof these sentences and underline all capitalization errors.

1.1 Both my Father and Uncle John went fishing at the washington dike last thursday.

1.2 Because labor day is a Federal Holiday, all Banks will be closed.

1.3 The gateway arch in St. Louis is a memorial to thomas jefferson’s role in opening the west, to
the pioneers who helped shape its history, and to dred scott who sued for his freedom in the old
courthouse.

1.4 For lunch at wendy’s, Seraphina ordered a whopper, french fries, and a frosty.

1.5 The Technicians from global industries, inc., met in the bluebonnet room at the Austin Hilton to
listen to Art Sparks speak on ―The global network in a growing economy.‖

1.6 During the Spring Semester, the students from Washington academy made plans for the fall
2010 student orientation program.

1.7 as a southerner who enjoys warm climates, Ariel disliked her first winter in new England.

1.8 When the president, the vice president and the secretary traveled to the annual California
meeting, they met at gate 12 to board flight 901 to los angeles.

1.9 Secretary of state Joan Hill met with the prime minister of India to discuss trade problems.

1.10 The Late President Lyndon Johnson, who served in Office during the civil rights era, is
remembered for his policies on integration.

Punctuation

How would you punctuate this sentence?

Woman without her man is nothing

With a few punctuation marks, you can alter the meaning of this sentence. In the first
example below, a woman is dependent on a man, but in the second example, the
reverse is true.

Woman, without her man, is nothing.
or
Woman: Without her, man is nothing.

Punctuation helps readers understand what you are trying to say. It guides readers by showing how words,
phrases, and clauses are grouped and, by extension, it clarifies meaning. If you are reading aloud, the
punctuation will show you where to pause and how to inflect your voice. For example, when you ask a
question, your voice goes up at the end. Your reader can’t hear that so you use a question mark instead.

Punctuation is evolving, especially with text messages and instant messages. You should become familiar
with the basic guidelines in this chapter and, at the same time, understand that variations do exist. The goal
is to be correct and be consistent. When in doubt, consult a reputable source.

English and Business Communication
Chapter 4: The Grammar Game—Capitalization and Punctuation 52
In this chapter, you will review the following punctuation marks.

 Period
 Question Mark
 Exclamation Point
 Comma
 Semicolon
 Colon
 Apostrophe
 Quotation Mark
 Parentheses
 Brackets
 Dash

Before you get started, read these two letters and consider how punctuation can make a difference in the
meaning of your message.

The Difference a Little Punctuation Makes

Dear John:

I want a man who knows what love is all
about. You are generous, kind, thoughtful.
People who are not like you admit to being
useless and inferior. You have ruined me for
other men. I yearn for you. I have no feelings
whatsoever when we’re apart. I can be forever
happy – will you let me be yours?

Gloria

Dear John:

I want a man who knows what love is. All
about you are generous, kind, thoughtful
people, who are not like you. Admit to being
useless and inferior. You have ruined me. For
other men, I yearn. For you, I have no feelings
whatsoever. When we’re apart, I can be
forever happy. Will you let me be?

Yours,
Gloria
from A Funny Clean Joke from Basic Jokes

Period

Use the period to punctuate statements, commands, indirect questions, polite requests, abbreviations,
initials, and numerals.

Guidelines
1. Use a period at the end of a statement, command, and indirect question.
The warranty on our cell phones has expired.
Return your cell phone to the service department.
Pablo asked whether you were satisfied with the television reception.

2. Use a period at the end of polite requests. Unlike a direct question, a polite request is a type of
command that requests a specific action.
Would you please copy these manuals before our next class.
Will you be sure to let me know your travel plan.

If you find this confusing or awkward, then rephrase your polite request.
Please copy these manuals before our next class.
Be sure to let me know your travel plans.

http://www.basicjokes.com/djoke.php?id=3236

English and Business Communication
Chapter 4: The Grammar Game—Capitalization and Punctuation 53
3. Use periods with abbreviations
a.m. (ante meridian) Dr.
p.m. (post meridian) Mr.
e.g. (for example) Mrs. or Ms.

…but do not use periods on abbreviations of many companies, organizations, titles or terns.
CFO (Chief Financial Officer)
FAQ (frequently asked questions)
FYI (for your information)
HTTP (Hypertext Transfer Protocol)
IBM (International Business Machines)
NASA (National Aeronautics and Space Administration)
NASCAR (National Association for Stock Car Auto Racing)

Abbreviations.com

4. Use periods to indicate a decimal point to separate dollars from cents or to mark a decimal fraction.
$5.65 $25.23 $125.48
Only 85.3 percent of the people approved that decision.
The temperate was 95.2 degrees.

Question Mark

In addition to period, a question mark and exclamation point are examples of end punctuation.

1. Use a question mark at the end of direct questions and questions added to statements.
How much wood did you chop for the winter?
You did chop enough wood, didn’t you?

Exclamation Point

1. Use an exclamation point at the ends of sentences that express strong emotion and at the ends of
interjections.
What a wonderful meal we just enjoyed!
Wow! What a wonderful meal.

Exercise 2: Punctuate these sentences with a period, question mark, or exclamation point.

2.1 Would you please check my bank balance

2.2 Bring your vehicle to a service center for routine maintenance

2.3 We’ll pick up your donations of furniture, clothes, housewares, and tools

2.3 That bee sting really hurts

2.4 When was the last time you had your vehicle serviced

2.5 We set our alarms for 5 am so we could meet the CEO of IBM

2.6 Yikes Did you see that

http://www.abbreviations.com/

English and Business Communication
Chapter 4: The Grammar Game—Capitalization and Punctuation 54
Comma

Ah, commas—they can be troublesome and they are often overused! Because punctuation can create order
and meaning of words, you should think of the comma as a sign that signals a group of words. When
reading aloud, you would pause slightly at a comma. When reading silently, you use commas to recognize
the organization of ideas. Here are a few of the most important guidelines for using commas.

Guidelines
1. Use a comma before the coordinating conjunction joining two independent clauses.
The company planned a major renovation, and the managers budgeted for additional equipment.
The new equipment will be very expensive, but the company has secured a loan.

… but do not use a comma between short independent clauses.
The company negotiated and the bank agreed.

2. Use a comma to set off a long phrase or dependent clause at the beginning of a sentence.
Before the end of the month, the company had met its goals. (Prepositional phrase)
To understand the process, you will need to examine the details. (Verbal phrase)
Because the company had planned the move, the managers approved the budget requests.
(Dependent clause)

3. Use a comma when the dependent clause at the end of the sentence is not essential to the meaning.
The managers approved the budget requests, if you can believe that. (The ending dependent clause
is an afterthought.)
The managers approved the budget requests after the accountant reviewed the figures. (The final
dependent clause tells when and provides essential information.)

4. Use a comma to set off clauses in the middle of a sentence when the clause is not essential to the
meaning.
The major renovation, as you might expect, was not an easy project. (The dependent clause in the
middle is not essential to the meaning of the sentence.)
The company, which is barely three years old, has earned new business. (The dependent clause in
the middle is not essential to the meaning of the sentence.)
The project manager who is supervising the project needs your support. (Here commas are not
needed because the dependent clause in the middle is essential to the meaning of the sentence.)

5. Use a comma to separate three or more items in a series.
The company bought computers, monitors, and keyboards during the sale. (three words)
This equipment was on sale, under warranty, and in stock. (three phrases)

… but do not use a comma between two items.
Wrong: The company bought computers, and monitors.
Correct: The company bought computers and monitors.

6. Use a comma between independent adjectives
The expensive, new computers were delivered with the monitors. (Both expensive and new modify
computers.)

…but do not use a comma when the first adjective modifies the second adjective.
The five new computers were delivered with the monitors. (The adjective five modifies new.)

7. Use a comma to separate interrupting phrases. When you use transitional words or phrases in your
sentences, you are helping the reader to understand the relationship of ideas; however, these words and
phrases—called parenthetical expressions—often interrupt the flow of the words so use commas to
clarify how the sentence should be read.

English and Business Communication
Chapter 4: The Grammar Game—Capitalization and Punctuation 55
The security features, unfortunately, are vulnerable.
For example, the company cannot be attacked by viruses.

Parenthetical Expressions
after all in conclusion of course
as a matter of fact incidentally on the other hand
at the same time in fact otherwise
by the way in other words rather
consequently in the meantime therefore
finally nevertheless under the circumstances
for example no doubt unfortunately

… Use a semicolon when these words introduce a new clause. In this case, the word is not interrupting
the idea; rather, it is joining two ideas together.
The company bought new virus software; however, the computers were still attacked.

8. Use a comma to set off a direct address.
Dr. Isaacs, did you get your message?
When the package arrives, Eric, please put it in my office.

9. Use commas in dates with more than one element.
On March 5 Grover began his new job. (Month and date make up one element.)
On March 5, 2009, Grover began his new job. (Two elements, two commas)
On Monday, March 5, 2009, Grover began his new job. (Three elements, three commas)
In March 2009 Grover began his new job. (No comma needed between month and year)

10. Use commas to separate two or more items in an address or geographical name.
Please send the refund to Yuri Smirnov, 123 Main Street, St. Joseph, Missouri 64501. (Note: no
comma is needed between state and zip code.)
The company moved its headquarters from Chicago, Illinois, to Los Angeles, California, late last
year.

11. Use a comma before a direct quote.
Tuan said, “Please submit your request in writing.‖

12. Use commas to set off appositives that are not essential to the meaning of the sentence. Appositives are
words or phrases that rename the preceding noun or pronoun. One-word appositives do not need
commas.
Tuan Vu, the leading candidate for the position, had seven years experience. (The appositive is
the leading candidate for the position; the phrase provides information about the noun Tuan Vu,
but it is not essential for the meaning of the sentence.)

Leading candidate Tuan Vu has seven years experience. (In this case, the appositive is essential so
no commas are needed.)

My boss Tuan is overseeing the project. (One-word appositive Tuan does not need commas.)

English and Business Communication
Chapter 4: The Grammar Game—Capitalization and Punctuation 56
Exercise 3: Insert necessary commas.

3.1 India Pakistan China and Singapore are Asian countries.

3.2 The mall’s owner who asked for $20 million in public money to redevelop the property has
proposed a new plan to renovate the mall.

3.3 The third-quarter loss was $489 million or 87 cents a share compared with net income of $1.15
billion or $2.18 a year earlier San Antonio-based Valero said today.

3.4 Whenever you use a credit card you are borrowing money to buy something and promising to
pay off that purchase within a set period of time.

3.5 If you plan to continue your education you may want to save your money now.

3.6 When we drove to Denver Colorado we left Miami Florida on Wednesday October 27.

3.7 Please understand sir that I didn’t know I was speeding.

3.8 ―I was crushed when my shiny new car was hit by the distracted driver on the cell phone‖
moaned Juanita.

3.9 Believe it or not my computer crashed on the same night that my homework was due.

3.10 Bill Gates who dropped out of college is a pioneer of the computer movement.

Semicolon

Learning how to use a semicolon is straightforward, but what confuses people is remembering the
difference between a semicolon and a colon. Take a good look at both and note that the semicolon is not a
complete colon: it’s a ―semi‖ colon—a dot above a comma.

Guidelines
1. Use a semicolon to join two independent clauses that are closely related.
The company planned a major renovation before the end of the year; by this time, the budget will
be in place.

The new software was designed to improve our productivity; the new hardware was designed to
withstand rough conditions.

2. Use a semicolon to join two independent clauses joined by transitional adverbs, also called conjunctive
adverbs. Use a comma after the adverb. Here is a partial list.

Transitional Adverbs
accordingly in fact otherwise
besides in the meantime that is
consequently moreover then
furthermore nevertheless therefore
hence on the contrary thus
however on the other hand

English and Business Communication
Chapter 4: The Grammar Game—Capitalization and Punctuation 57
Maia had to finish the report today; otherwise, the service staff would have to work overtime.

The cell phone company promised immediate delivery; the manufacturer, in fact, had already
shipped.

3. Use a semicolon in a series of items joined by commas.
Employees in our company come from London, England; Paris, France; Moscow, Russia; and
Toronto, Canada.

Representatives from our club include Mary Gross, president; Sid Markowitz, executive secretary;
and Lora Doune, treasurer.

4. Use a semicolon in a series of independent clauses.
When we began this project we had several goals: first, we had to meet the January deadline;
second, we needed to stay within budget; and, third, we needed to hire the most qualified people.

Colon

You will use the colon most often to introduce items but it can also join independent clauses. A key idea to
remember is that what follows the colon is an explanation of what came before the colon. The ideas are
very closely related, more so than with a semicolon.

Guidelines
1. Use a colon at the end of an independent clause to introduce a list
We hire employees for three important reasons: their education, their experience, and their
willingness to learn new things. (Remember that what follows a colon is an explanation of what
preceded the colon. In this example, education, experience, and willingness explain reasons.)

…but do not use a colon to separate the verb from the object.
Wrong: We hire: laborers, supervisors, and secretaries.
Correct: We hire laborers, supervisors, and secretaries.
Correct: We hire diverse positions: laborers, supervisors, and secretaries.

2. Use a colon between explanatory sentences.
We hire employees for three reasons: they are educated, experienced, and willing to learn new
things. (The second sentence explains the first.)

3. Use a colon before long quotations.
President Harry S. Truman said: ―The free peoples of the world look to us for support in
maintaining their freedoms. If we falter in our leadership, we may endanger the peace of the
world. And we shall surely endanger the welfare of this nation.‖

…but do not use a colon in an incomplete quotation
Truman believed that ―we may endanger the peace of the world‖ if we did not support freedom.

4. Use a colon in a salutation for business writing.
Dear Personnel: Dear Ms. Vu: Dear Tuan:

5. Use a colon between a title and subtitle.
The Seven Habits of Highly Effective People: Powerful Lessons in Personal Change (book title)
―Good Grammar: Easy and Fun‖ (article title)

6. Use a colon to express time.
7:30 p.m. 12:45 a.m.

English and Business Communication
Chapter 4: The Grammar Game—Capitalization and Punctuation 58
Exercise 4: Insert necessary semicolons and colons. Add commas if needed.

4.1 Kim did very well on her entrance exam consequently she is prepared to be successful in
graduate school.

4.2 Marsha and Emmanuel arrived early for work yesterday it was a very important day.

4.3 The couch was available in three colors blue, brown, and red.

4.4 When we arrived at 830, the doors were already opened however no one was seated in the room.

4.5 The counselor suggested we read the following article ―Avoiding Anxiety Ten Tips to College
Success.‖

4.6 Please place the following orders with the restaurant for our breakfast meeting for Mary
two boiled eggs, sausages, toast, and coffee for Taylor eggs Benedict with a side order of hash
browns, tea and orange juice and for Benny two pancakes with one egg cooked over easy and
coffee.

Apostrophe

A simple punctuation mark, the apostrophe has two basic uses.

Guidelines
1. Use an apostrophe in a contraction to show missing letters.
do not/don’t should have/should’ve (not should of)
it is/it’s let us/let’s
I am/I’m are not/aren’t

The Apostrophe Protection Society

2. Use an apostrophe to show possession of nouns.

Singular nouns: Use an apostrophe with –s even if the noun already ends in –s.
Paulo’s book
my son’s car
Davis’s problem
Mr. Morris’s expense report

Plural nouns: Use an apostrophe without –s for most plural nouns that end in -s.
the boys’ bicycles (more than one boy owns a bicycle)
the Griffins’ garage (the garage belonging to the Griffins)

…but use an apostrophe plus the –s for plural nouns that don’t end in –s.
the men’s committee (the committee belonging to the men)
the women’s association (the association belonging to the women)

Compound nouns: Use an apostrophe on the final element of a compound word.
brother-in-law’s swimming pool
commander-in-chief’s orders

http://www.apostrophe.org.uk/

English and Business Communication
Chapter 4: The Grammar Game—Capitalization and Punctuation 59
Separate ownership: Use an apostrophe on each element that possesses something.
Anna’s and Nikki’s expense reports (Each woman has her own report.)
Luke’s and Minnie’s experiences (Each man has individual experiences.)

Combined ownership: Use an apostrophe on the last element when two or more nouns possess the
same thing.
Harry and David’s export business (One business owned by two people.)
Anna and Nikki’s presentation to the team (One presentation made by two people)

Quotation Mark

As its name indicates, this punctuation is used to mark the beginning and ending of quotations.

Guidelines
1. Use quotation marks around a direct quote.
John F. Kennedy said, ―Ask not what your country can do for you; ask what you can do for your
country.‖

…but do not use quotation marks when you restate or paraphrase a quotation.
John F. Kennedy said that people should not look to their country for help but should instead ask
what they can do for their country.

2. Use single quotation marks for a quote within a quote.
Tom Smith said, “It is a great thing when children cry, ‘I want my mommy!'”

3. Use quotation marks around words or phrases when first used in a special way.
Magda gave her sister ―props‖ for winning the award. (slang)
The package was marked ―Handle with Care.‖

4. Use quotation marks around titles of articles, chapters, songs, short stories, poems, lectures. Longer
pieces such as book or album titles should be italicized.
I read the article ―Housing Starts Grow‖ in the Wall Street Journal.
Billy Collins’s poem ―The First Night‖ appears in his book Ballistics.

Punctuating Quotations
Writers often have trouble punctuation quotations so here are a few hints.

Hint 1: Put periods and commas inside quotation marks.
―I should understand,‖ he said.
He said, ―I should understand.‖

Hint 2: Place question marks according to the logic of the sentence.
―What do you want?‖ he asked.
Do you believe that ―all’s fair in love and war‖? (The direct quote is not a question.)

Hint 3: In the case of two questions, place one question mark inside the quotation mark.
When did he ask ―Who is there?‖

Other countries use quotation marks differently so be aware of the correct American punctuation.

English and Business Communication
Chapter 4: The Grammar Game—Capitalization and Punctuation 60
Exercise 5: Insert apostrophes, quotation marks, and italics as necessary.

When Hakim had finished reading the article Cell Phone Recommendations in the latest edition of
Computer Weekly, he called his supervisor.

Hi, Randa. Guess what Ive just read? he said. Those new phones weve been looking at from AGBell
got poor ratings from MobileMedia.

Randa answered, Thats not good news. What do you think we should do?

Randa knew that the Board of Directors meeting was only two days away and Hakims report would be
expected.

Randa said, Hakim, come to my office so we can discuss this more thoroughly.

Parentheses

Parentheses are used to set an item apart and, like quotation marks, they are used in pairs. When you use
parenthesis, you weaken the importance of the information enclosed—unlike dashes which emphasize what
is being separated.

Guidelines
1. Use parentheses to separate non-essential items in a sentence. In some cases, writers will use an em
dash (two dashes with no break) instead of parentheses.
We should be ready to give the report tomorrow (unless the printer breaks down).
We should be ready to give the report tomorrow—unless the printer breaks down.

Monique has decided (against our advice) to buy the new car.
Monique has decided—against our advice—to buy the new car.

2. Use parentheses to set off explanations, acronyms, references, and directions.
Please refer to the back of the book (Appendix A) for maps and charts.
Marta joined the American Business Women’s Association (ABWA) to network with other
women.

3. Use parentheses to set off lists in a sentence.
Before you leave, please do the following: (1) Shut off the lights; (2) Turn on the security alarm;
(3) Lock the door.

English and Business Communication
Chapter 4: The Grammar Game—Capitalization and Punctuation 61

Brackets

1. Use brackets within quotations when you add remarks that would correct, explain, or illustrate what is
in the quote.
Ian said, ―You can buy that in England for £2 [$4 USD].‖

―The children knew better then [sic] to do that,‖ he wrote in his letter. (A direct quote must be
used verbatim; you cannot correct or change what has been said. The word sic indicates a
grammatical error in the quote. The word should be than.)

Dash

A dash can be very effective if used appropriately and sparingly, especially in business or academic
writing. There are two kinds of dashes: an en dash and an em dash.

The word ―en‖ is a typographical term that indicates a dash that is as wide as the letter ―n.‖ An ―em‖ is as
wide as the letter ―m.‖ An en dash is a hyphen, found on the keyboard next to the number 0. You create an
em dash when you type the hyphen twice–. Most word processing software will automatically convert
those two dashes into a long hyphen.—

You use a long dash to emphasize information, unlike the parentheses which weakens the information it
encloses.

Guidelines
1. Use an en dash to mark compound words
editor-in-chief African-American

2. Use an en dash also to divide words into syllables or to separate numbers or periods of time.
syl-la-ble pages 5-10 1860-1864

3. Use an em dash to separate parenthetical items and appositives.
We practiced our presentation—―Three Rules for New Managers‖—until we were ready to speak.
Two of our assistants—Randy Orzo and Neil Sedaka—made the copies for us.
Punctuating Parentheses
The most common error in using parenthesis marks (besides using them
too much) is to forget to enclose the parenthetical material with a final, closing
parenthesis mark. The second most common is to place concluding punctuation
incorrectly. The simplest sort of example is one in which the entire sentence is
enclosed in parentheses. (Most people understand that the final punctuation
must remain inside the closing parenthesis mark, like this.) More troublesome
are sentences in which only a clause or phrase is enclosed in parentheses.
Normally a sentence’s final punctuation mark—whether period, exclamation
point, or question mark—goes outside such a parenthesis (like this). However, if
the material inside the parenthesis requires a concluding punctuation mark like
an exclamation point or question mark (but not a period!), that mark is placed
inside the closing mark even though another mark is outside it. This latter sort of
thing is awkward, however, and best avoided if you can help it.

For some reason, many writers have begun to omit the space before a
parenthetic page citation, like this:(p. 17). Always preserve the space, like this:
(p. 17).

http://wsu.edu/~brians/errors/parentheses.html

English and Business Communication
Chapter 4: The Grammar Game—Capitalization and Punctuation 62
4. Use an em dash to show an abrupt change of thought.
Would you help me—oh, forget it.

5. Use an em dash to make a summary statement.
Hot dogs, apple pie, and swimming pools—these are what I love about picnics.

6. Use an em dash to indicate the source of a quotation.
―The buck stops here.‖
–Harry S. Truman

Exercise 6: Insert parentheses, brackets, or dashes as necessary. Remember that parentheses
lessen the emphasis but dashes increase the emphasis.

6.1 They listened to the author’s stories they were very dull which gave some background for the
book.

6.2 Our trip will take us to 1 Portland, 2 Seattle, 3 Chicago, and 4 Dallas.

6.3 What was the ruling by the Federal Communications Commission FCC?

6.4. “The tellers should put the monie in the canvas bag before closing,” read the directions.

6.5 The secretary said, ―I appreciate it the honor but I must decline.‖

6.6 Roland Tibbo was the first African American editor in chief.

6.7 The team has been meeting every day for the past three weeks excluding weekends, of course,
but still have not been able to get enough practice.

Victor Borge and Phonetic Punctuation

Conclusion

To be an effective and credible writer, you must use the correct rules of capitalization and punctuation.
Readers will have a clearer understanding of your message if you use these tools to clarify your messages.

Our language is always changing and these rules will change as well to accommodate new vocabulary and
new technologies. Consider text messaging, instant messaging and Twitters. You shorten your messages,
drop capital letters, and use dashes rather than other punctuation marks. In some cases, punctuation has
become the message. Think of the emoticons you might use 🙂

http://www.youtube.com/watch?v=lF4qii8S3gw&feature=related

English and Business Communication
Chapter 4: The Grammar Game—Capitalization and Punctuation 63
Below is a partial list taken from ComputerUser.com.

High Tech Dictionary Emoticons
Word Definition Word Definition
=^D Big grin :-{) Smile with moustache
=^* Kisses :-{)} Smile with moustache and beard
: ( Sad :-/ Wry face
:.( Crying :-# My lips are sealed; or someone wearing braces
: | Bored, sad :-@ Screaming
}: [ Angry, frustrated >:-< Angry 😎 Wide-eyed, or wearing glasses :/) Not funny 😀 Laughing () Hugging 🙁 Frown ((())) Lots of hugging (initials or a name can be put in the middle of the one being hugged) (-: Left-handed smile, or smiley from the southern hemisphere * Kiss Assignment 4.1: Punctuation Help Online Directions: A number of online sources can help you improve your skills with punctuation. Check out these sites and bookmark those that you find helpful. 1. Visit Grammar Bytes at http://www.chompchomp.com/exercises.htm and test your ability to use commas correctly. Scroll to the ―Commas‖ section and take the interactive quizzes. You can print handouts to help. 2. Visit Guide to Grammar and Writing at http://grammar.ccc.commnet.edu/grammar/quiz_list.htm. Scroll to the heading ―Punctuation and Basic Mechanics‖ and take the interactive quizzes. Assignment 4.2: Protect the Apostrophe Directions: The Apostrophe Protection Society at http://www.apostrophe.org.uk/index.htm has posted a number of examples of signs that misuse the apostrophe. For the next week, make note of signs that you see with incorrect capitalization and punctuation. Take pictures if you can and share with your classmates. http://www.computeruser.com/resources/dictionary/get_by_category/2/ http://www.computeruser.com/resources/dictionary/get_by_category/2/ http://www.chompchomp.com/exercises.htm http://grammar.ccc.commnet.edu/grammar/quiz_list.htm http://www.apostrophe.org.uk/index.htm English and Business Communication Chapter 5: Business Correspondence Format 64 Chapter 5: Business Correspondence Format Objectives: After reading this chapter, you will be able to do the following:  Recognize the purposes of letters, memos, and e-mail.  Use correct elements and follow business standards for routine correspondence.  Use appropriate and effective graphic design to format business correspondence. Introduction You may wonder why we should be so concerned with writing letters, memos, and e-mail since other methods of communication are easier and less expensive. For example, you can call someone to ask a question or make a request; you can meet someone face-to-face to discuss an issue. Writing does indeed take more time but it also has advantages that spoken communication does not.  A written message is permanent. It can be copied and distributed to all interested parties, and it is available for later reference.  Written messages are more accurate than a verbal message because important facts are present on paper, not just in the receiver’s memory. As a writer, you can prepare a clearer message through review and revision.  Written correspondence infringes less on receiver’s time and privacy: it is often an easier way to talk to someone and does not demand instant attention the way a telephone call does. Similarities and Differences of Letters, Memos, and E-mail In business, you have three basic types of correspondence: letters, memos, and e-mails. Although e-mail is the most popular form, you will still have occasions to write letters and, possibly, memos. How are these three messages alike? Letters, memos, and e-mails are alike in their approach to content.  They can vary in length from several lines to several pages.  They can address a minor subject, such as a casual reminder, or discuss an issue with major impact, such as top secret information.  They can vary in tone and language. The tone will depend on your purpose and audience, and your language will correspond. You can be more conversational with a familiar audience, such as an internal e-mail, but you might use a more formal level of language in a letter to an external audience. Use a professional, but conversational tone and keep language neutral but not stilted. Use spoken English at the highest level. If your language is too formal, it will read like a legal contract; if it is too informal, it will be too casual or insincere. As the writer, you coordinate your purpose to your reader’s needs. If your audience is familiar with the topic and needs little background information, come directly to the subject and purpose. Avoid irrelevant chitchat but do not be too formal. Be concise, but not brusque. English and Business Communication Chapter 5: Business Correspondence Format 65 However, if your audience is unfamiliar with the topic, anticipate their questions and provide enough background to familiarize your readers with the issues. How are the messages different from each other? Letters, memos, and e-mails differ in audience and format. A letter is a hard-copy communication outside your company. It is an external message that delivers information outside of your organization. Your audience could include vendors, customers, suppliers, manufacturers, and others. A memo, short for memorandum, is a hard-copy communication within your company. It is an internal message that exchanges information within your organization. Your audience could be any level or all levels of hierarchy within a company: supervisors, peers, and subordinates. An e-mail is an electronic means of communication that could be either internal, external, or both. While it is primarily used within organizations, it is also used to communicate externally. E-mails have quickly become the most prevalent form of business communication. Advantages and Disadvantages of Letters, Memos, and E-mail What are the advantages and disadvantages of letters, memos, and e-mail? Now that you know the similarities and differences, let’s consider their advantages and disadvantages. Of the three, the e-mail has become the primary means of communication in business. It is quick and inexpensive. You can copy and distribute messages and attachments easily. Because an e-mail is electronic, you don’t waste paper or clog file cabinets with copies. However, e-mail depends on technology which can be troublesome. It tends to be informal—sometimes too informal. Writers don’t proof completely and, as a result, they send messages that are unclear or incorrect. Like e-mails, memos tend to be short and less formal. They too can be copied and distributed but the process would be more time-consuming and bulkier. Because they are hard copy, they must be filed so they take up more space. However, many businesses prefer memos over e-mails when the subject matter is more serious and the coverage is longer. Some readers still prefer holding a document rather than reading it onscreen. Letters are the most formal and the most personal. Like memos, they are hard copies that require filing and storage. Letters and memos do not have software and hardware compatibility problems. English and Business Communication Chapter 5: Business Correspondence Format 66 Parts of a Letter, Memo, and E-mail The guidelines in this chapter follow standard business practices. You will no doubt find many examples of letters, memos, and e-mails that vary in content and appearance--and some companies develop their own style sheets with rules on fonts and spacing. However, if you include the necessary information and follow the principles of appropriate graphic design, you will be able to prepare effective business correspondence. Business Letter Format The ―format‖ refers to how the document looks. This includes the necessary components and the way items are arranged. While there are many ways to format a business letter, let’s talk about the basic components. See Figure 5.1 Letter Format for an example. Heading The heading includes the writer’s full address and date. If you are writing a personal letter, begin with your street address on line 1. Put your city, state, and zip code on line 2. Put today’s date on line 3. If you are writing a business letter, use your company letterhead stationery. This would include all contact information, including mailing information, phone information, and electronic information, such as web site and e-mail address. Type the date two lines below letterhead. Inside Address The inside address is the receiver’s full name and address. It is typed flush left and includes the person’s name with courtesy title, such as Mr., Mrs., Ms., or Dr. Salutation You greet your receiver the courtesy title and name. Punctuate the greeting with a colon, such as Dear Ms. Williams: Avoid sexist greetings such as Dear Sir or Madam or clichéd greetings such as To Whom It May Concern. Remember, if you wouldn’t say it, then don’t write it. Women are seldom referred to as madam in everyday business situations, and the phrase ―to whom it may concern‖ is archaic. If the receiver’s name or title is unknown, address the letter to the appropriate department, such as Attention: Parts Department. Another variation is to identify the subject in a subject line, such as Subject: Request for Refund. Body Because the opening and closing of a message are important, you would use the diamond arrangement by alternating length of paragraphs: short for introduction, long for body, short for conclusion. For method of development, you can choose the direct, indirect, or persuasive pattern depending on your message and your audience’s reaction to it. Complimentary Close End the body of your letter with a complimentary close. Avoid using thank you as a complimentary close; instead include the thank you in last paragraph. Use standard expressions such as Cordially, Respectfully, Sincerely, Very truly yours. Capitalize only the first word of the complimentary close, and punctuate the end of the phrase with a comma. English and Business Communication Chapter 5: Business Correspondence Format 67 Signature Type your full name three to four lines below complimentary close. Sign your name in ink above the printed name. Why should you do both? The typed name is for clarity—we all know people with illegible signatures. The signed name is for authorization. Contracts are official when they are signed. A letter is a written document, a contract that is signed for legal reasons. Figure 5.1. Letter Format Heading Inside Address Salutation Body Short opening paragraph Detail paragraphs Positive closing paragraph Complimentary close Signature Reference initials Notations AAA MMM AAA LLL GGG AAA MMM AAA TTT EEE DDD III NNN DDD UUU SSS TTT RRR III EEE SSS Office: 555-555-1234 8910 Second Avenue Fax: 555-555-1244 Houston, TX 77005 www.amalgamated .com o 1 blank line November 1, 2010 o o 2 blank lines Mr. Clark Kent Superman Industries 1938 Krypton Circle Gotham, New York 11001 o 1 blank line Dear Mr. Kent: o 1 blank line I am pleased that you asked me to explain the parts of a letter. An effective business letter should begin with a short introductory paragraph that indicates the main idea and purpose of this letter. o 1 blank line In the body of your letter, you should provide all the details that your reader would need to know. For example, in this paragraph I am listing guidelines to improve the way your message looks. You should single space the text within your paragraphs and double space between paragraphs. Use a serif font like this one, Bookman Old Style, to enhance readability. The size of the font should be between 10 pts. and 12 pts. Align your paragraphs to the left (this is also called ragged left), but do not justify paragraph alignment. When you justify your paragraphs, text aligns along both the left and right margins. While this gives your paper a formal look, it also inhibits readability. o 1 blank line Graphic highlighting is an effective way to emphasize certain points.  Use bullets to list general items.  Use a numbered list to specify order or sequence.  Use bold text to make headings or words stand out. o 1 blank line To help you in the future, I am enclosing a copy of a very helpful book: English and Business Communication by Pat Cuchens. o 1 blank line The closing paragraph should be short, positive and, in some cases, motivate the reader to respond. Thank you for this opportunity. Please e-mail me at loislane@dailyplanet.com if you have questions about writing a letter. o 1 blank line Sincerely, Lois Lane Leave 2-3 blank lines for signature Lois Lane Letter Writing Manager o 1 blank line LCL/pc o 1 blank line Enclosure: English and Business Communication o 1 blank line c: Perry White, Editor mailto:loislane@dailyplanet.com English and Business Communication Chapter 5: Business Correspondence Format 68 Reference Initials Reference initials indicate who wrote and prepared the message. LCL/pc The first set of initials is the writer’s initials and the letters are generally capitalized; the second set of initials is the preparer’s and the letters are lowercased. The two sets of initials are separated by a slash or a colon. Use only the preparer’s initials in lowercase when you write under another’s signature; however, when you write and prepare your own messages, reference initials are not necessary. Notations Because a letter is a written documentation, other information is often recorded at the end. Enclosure notations appear one to two lines below reference initials. You can follow one of these methods. Enclosure Enclosures (2) Enclosures: Résumé Photograph Attachment Copy notations indicate who’s receiving a copy. Many variations exist. Copy to Alex Bell, Board Chair, AGBell, Inc. cc: courtesy copy c: copy bc: blind copy (This appears on the copies only, not on the original.) Mailing and delivery notations are typed in capital letters either at the end following the copy notation or at the beginning one line above the inside address. These might include tracking numbers, receipt request information, or fax numbers. Postscripts may be added to provide a personal aside from the business message of the text. A marketing hint: if you want something read, put it in a postscript. While this may not be good form for a serious business letter, postscripts are used frequently in sales and persuasive messages to encourage the receiver’s response. Check out your mail and note this trend. Subsequent Pages After page 1, the subsequent pages of a letter should not be typed on letterhead; instead, use the same type of paper stock without the letterhead. The page 2 heading will include the receiver’s name, the page number, and the date. Receiver’s Name p. 2 November 1, 2010 You should have at least two lines of type on second page but not a continuation of complimentary close. English and Business Communication Chapter 5: Business Correspondence Format 69 Memo Format Because a memo is an internal document, it is usually printed on plain paper, rather than the more expensive company letterhead. In some cases, businesses may use preprinted forms or use a particular color of paper so employees can easily recognize a company memo. A memo has many of the same components as a letter but the major differences appear in the heading. See Figure 5.2 Memo Format for an example. Figure 5.2 Memo Format Reader Sender Sent date Main idea Memo To: Perry White From: Clark Kent CK Date: November 5, 2010 Subject: Memo Format Expand main idea in short paragraph Long paragraph(s) Short, transitional paragraph Positive close Preparer Notation After reviewing the principles of good design in business documents, I recommend that the Daily Planet adopt several guidelines for formatting memos. With these standards, our employees can then focus on the content of the message. As with letters, we should use a readable… (details, reasons, justifications, explanations) In addition to the font and paragraph alignment, our memos should use graphic highlighting. I know that other employees will appreciate these guidelines when they communicate with each other. If you will send me your approval by Friday, I will forward a copy of the guidelines (see attachment) to our supervisors. /ab Attachment: Heading The four items in a memo heading are the Date, the To line, the From line, and the Subject line. Each of these can be used for filing and retrieving. Some writers have a chronological file where they store hard- copy memos in date order; some may have sender or receiver files where they store memos by writers and readers; some may have subject files where they store memos by the topic. Date: Because written communication becomes a historical document, include the date in non-electronic messages. Use the standard date month-date-year format, such as November 5, 2010. To: On the To line, identify your readers by name, without courtesy titles. (Mr. or Mrs. are unnecessary.) When you have more than one reader, list them according to protocol, such as rank order. This means you would put a manager’s name before a supervisor’s name, and so on. If the readers are equal rank, list them in alphabetical order. From: On the From line, identify the writer or authority of this message. It can be your name or the name of the person authorizing this message. Job titles may be included to identify authority. For example, in a English and Business Communication Chapter 5: Business Correspondence Format 70 large company where not everyone is known, writers would include their title (Human Resource Director or Plant Superintendent) to indicate the authority of the message. Subject: The Subject line announces your topic and provides the reader with the initial orientation. It should be short, but accurate. Since the memo should deal with only one subject, this subject line should be specific without being wordy. Because the subject line summarizes your main idea, you will expand this in your opening paragraph. Think of the subject line as the title of an article. It tells the reader the most important idea. Exercise 1: Write effective subject lines for these opening paragraphs. 1.1 Beginning January 1, 2011, AGBell will offer its customers a new line of cell phones. So that the sales staff can provide information and answer questions, please plan to attend the one-day instructional workshop next Friday beginning at 9 a.m. Subject: 1.2 I’ve been asked to join the Association of Supervisors. Because this organization will help me become a better of supervisor, I am requesting the company pay my membership dues. Subject: 1.3 My thanks to all employees for making our company a leader in the exercise equipment market. You are the reason for our success, and I believe that any product is only as good as the people who produce it. Our continued growth is due entirely to your hard work and determination. Subject: Body Just like a letter, the body of a memo should follow the diamond arrangement. The opening paragraph should be short and should expand the subject line. Because memos should discuss one topic, use the opening paragraph to provide the main idea. The middle paragraphs will develop the main idea and provide the reader with all the necessary information. In a long memo, use short transitional paragraphs to guide your reader from one point to the next. Transitional paragraphs are two-way indicators. They take the reader from the previous idea and lead to the next idea by showing the relationship of those two ideas. The closing paragraph is short and positive. You can summarize the main idea, motivate the reader to respond, or do both. Complimentary Close and Signature Because a memo is an internal document, these two elements are not needed. Instead of a signature, writers and authorizers would put their initials next to their typed name in the heading after the memo is printed. English and Business Communication Chapter 5: Business Correspondence Format 71 Reference Initials, Notations, Subsequent Pages Like a letter, a memo may include reference initials and notations. Format these and the subsequent pages in the same way. E-mail Format An e-mail has many of the same components as a memo although some items are arranged in a different order and some items are pre-set by your e-mail program. See Figure 5.3 E-mail Format for an example. Figure 5.3 - E-mail Format Heading Attachment Greeting (optional) Body Closing (optional) Heading In an e-mail, the To line is the electronic address of your primary readers. To ensure delivery, be sure these addresses are spelled accurately. Copy notations appear next. In your copy line, put the addresses of secondary readers—interested parties who are indirectly involved. Bcc: One copy option used often in an e-mail is the blind copy. Addresses on this line are not seen by the primary and secondary readers, or any reader in the Bcc list. For these reasons, use the Bcc line if are sending an e-mail to a large mailing list. Doing so will protect the privacy of e-mail addresses from other recipients. Subject line: Just as in a memo, use a subject line to announce the topic of your message. It should be brief and relevant. Because readers screen their e-mails by the subject lines, avoid empty subject lines, such as Important or Check This Out. English and Business Communication Chapter 5: Business Correspondence Format 72 E-mail Subject Lines: 15 Rules to Write Them Right Attached: Like an enclosure, an attachment provides the reader with necessary or supplemental information. In the body of your e-mail, tell the reader what you are attaching. What’s the #1 glitch when sending attachments? Forgetting to attach the file. If you attach the file first, you can spare yourself embarrassment and save yourself time. Body Salutation and closing: Whether you include a salutation (greeting) and closing depends on your relationship with the audience and level of formality. If an e-mail is external—and thus, more formal—then include a greeting and a closing. If a memo is internal, consider your relationship with the receiver. If the reader is your superior or if you do not know each other very well, then use a greeting and closing. If the reader is a peer or someone you know very well, then these are not necessary. Paragraphs: Follow the guidelines for effective business writing by using the diamond arrangement for paragraphs. E-mails (and memos) should address one topic only. Take the main idea from your subject line and expand it into the opening paragraph. Use the middle paragraphs to develop that main idea. Close with a brief paragraph. E-mail Etiquette E-mail in business is an important tool. When used correctly, it can be an efficient and effective way to communicate. When used incorrectly, it can cause delays, clog mail boxes, confuse readers, and prevent the meaningful exchange of ideas. To manage your e-mail, here are a few suggestions. Compose offline: Have you ever written a long e-mail and then lost it with a power surge or an accidental keystroke? Use a word processor to prepare your message and then copy and paste it into your e-mail. This enables you to write a more careful message and to edit, proof, and revise. In the long run, composing offline will save you time. Be concise: E-mails are meant to save time. Don’t waste your reader’s time with unnecessary chitchat or irrelevant information. Remember to KISS your messages. Don’t send anything you wouldn’t want published: Business e-mails are seldom private. Stories abound of companies who were sued in court and lost their cases because of e-mails used as evidence. Just because e-mails tend to be informal, don’t send sensitive, confidential, inflammatory, or potentially embarrassing messages. They may be electronic messages but they can still be saved, retrieved, distributed, and printed. Proper E-mail Etiquette with Corporate Comedian Greg Schwem Tim Sanders: What Are the Biggest E-mail Mistakes? http://lyrishq.lyris.com/index.php/Email-Marketing/Email-Subject-Lines-15-Rules-to-Write-Them-Right.html http://www.youtube.com/watch?v=0-Mmp_hGVRY http://www.youtube.com/watch?v=srrnMIskxTM&feature=related English and Business Communication Chapter 5: Business Correspondence Format 73 Exercise 2: Here is a list of tips for e-mail etiquette. Choose the ten you think are the most important and explain why.  Be informal, not sloppy.  Use the blind copy and courtesy copy appropriately.  Be sparing with group e-mail.  Remember that your tone can't be heard in e-mail.  Get the address right.  Care about correctness.  Never send spam.  Announce attachments.  Don’t automatically return the sender’s message.  Assume that all e-mail is monitored.  Double-check before hitting the Send button.  Use design to improve readability of longer messages.  Revise the subject line if the topic changes.  Keep messages brief and to the point.  Don't use e-mail as an excuse to avoid personal contact.  Use the subject field to indicate content and purpose.  Use a signature that includes contact information.  Avoid misleading subject lines.  Resist humor and tongue- in-cheek comments.  Consider using identifying labels such as Action, or FYI.  Don’t forward without permission.  Consider cultural differences.  Use upper and lower case letters appropriately.  Remember that e-mail isn't private.  Don't send chain letters, virus warnings, or junk mail.  Summarize long discussions.  Never respond when you’re angry.  Limit tendency to send blanket copies.  Use capital letters only for emphasis or for titles.  Scan all messages in your inbox before replying to each individually.  Don’t use company computers for personal matters. Graphic Highlighting and Elements of Design Graphic highlighting is using design elements to make ideas stand out and to improve readability. These help you the writer divide material into manageable parts and they help the reader focus attention on similar items. Graphic highlighting signals a change of topic or a shift in ideas. It makes skimming easier and thus improves readability. Examples of graphic highlighting include the following. (Note that they are in column format, which is an example of graphic highlighting.) Tables Columns Bold Italics Underline Asterisks Side headings Numbers, bullets, & headings However, use these appropriately. Not everything you write should be bulleted or numbered. Too many lists impede understanding. Also, don’t overdo the graphics. Using Bold, underline, CAPPED, and italics together overkill. Any time you underline, capitalize, or italicize, you make your text more difficult to read. Be careful about these formats on e-mail—different characters and fonts may not show up on the receiver’s end. For electronic communication, use only those characters found on the keyboard. For example, in place of solid bullets (), you can use an asterisk (*) which is found on the keyboard above the number 8. English and Business Communication Chapter 5: Business Correspondence Format 74 Tables and Columns Tables show information in rows and columns and are particularly effective for displaying precise data. You can set up simple tables by using tabs in your software, or you can also export tables from spreadsheet software. Be sure that rows and columns are appropriately identified. An important point to remember is that tables should supplement the information in your message. They should be introduced, as in See Table 1, and the data in the tables should be explained. Column 1 Column 2 Column 3 Row 1 Row 2 Use columns to organize long lists of information and to improve the readability of the information. Beauty Tips Car Tips Cleaning Tips College Tips Cooking Tips Excel 2007 Tips Excel Tips Family Tips Gardening Tips Health Tips Home Tips Legal Tips Money Tips Organizing Tips Pest Tips Pet Tips Wedding Tips Word 2007 Tips Word Tips Numbered Lists, Bullets, and Headings Lists, bullets, and headings can help you organize your information and help your reader scan the important points. Use a numbered list when the order of the items is important, such as describing steps in a process or indicating a particular order. The Writing Process 1. Prepare 2. Research 3. Organize 4. Write 5. Revise Twitter for Beginners: 5 Steps for Better Tweeting 1. Find people you already know. 2. Find like-minded users. 3. Find people in the area. 4. Get a desktop (mobile) client. 5. Learn the ropes. If numbers are not relevant, use a bulleted list, which is more common in business. Here are a few guidelines for creating a list—in a bulleted list format. Tips for Creating a List  Capitalize the first word and proper nouns and adjectives.  Use periods when the items are sentences or long clauses. In this example, the tips are command sentences.  Don’t use semicolons on lists of words or short phrases. Don’t use any end punctuation.  Write the items in parallel grammatical form. In this example, all of these begin with a verb phrase. Don’t mix phrases with sentences, or noun phrase with verb phrases.  Limit the number of items in a list. Three to ten items is a good guideline.  Use only keyboard characters in e-mails. http://mashable.com/2009/07/20/twitter-new-users/ http://mashable.com/2009/07/20/twitter-new-users/ English and Business Communication Chapter 5: Business Correspondence Format 75 Creating Lists in Microsoft Word Like lists, headings help you organize and manage complex topics; they also help the reader identify key points and locate information quickly. In Chapter 1, you learned how to organize your ideas into an outline. Those main topics and subtopics become the headings in your messages, particularly the long messages. Let’s look at the outline from Chapter 1. I. Plans A. Talk, Text and Save B. Business Share II. Packages A. Buy One, Get One Free B. Global Connect III. Accessories A. Web browsing B. E-mail C. Cameras D. GPS IV. Services A. Repair and protection B. eBill C. Extended warranty Clearly identify the different levels in your messages with a consistent and simple format. In your messages, you would use the four major topics as your headings and format them in the same way. You would format the subtopics in a different way. Here is one possibility. LEVEL 1 OF MAIN TOPICS (Bold, flush left, all caps) Level 2 of Subtopics (Bold, flush left, capitalize major words) Level 3 of minor topics (No bold, flush left, capitalize first word and proper nouns and adjectives) For Your Typographic Information Fonts Use a readable font type and size. Times New Roman 12 pt is preferable for almost everything you do. If you want to vary your type style, keep the following in mind. Most typefaces (fonts) are either serif or sans serif type. Serif typefaces, like Times Roman, have tiny cross-lines, or feet, at the ends of main letter strokes. These are ideal for the main body copy since the feet contribute to an easy letter-to-letter transition for the reader’s eye. Sans serif typefaces, like Arial, have no cross-lines, or feet. The style is more simple and straightforward. It is ideal for headings. LEVEL 1 PLANS Level 2 Talk, Text and Save Level 2 Business Share LEVEL 1 PACKAGES Level 2 Buy One, Get One Free Level 2 Global Connect Level 3 Package for Europe Level 3 Package for Asia LEVEL 1 ACCESSORIES Level 2 Web Browsing Level 2 E-mail Level 2 Cameras Level 2 GPS LEVEL 1 SERVICES Level 2 Repair and Protection Level 2 eBill Level 2 Extended Warranty Level 3 Two-year warranty Level 3 Three-year warranty http://office.microsoft.com/training/training.aspx?AssetID=RC102161651033 English and Business Communication Chapter 5: Business Correspondence Format 76 Serif Typefaces Sans Serif Typefaces Times New Roman Arial Courier New Century Gothic Bookman Old Style Franklin Gothic Bold For size, use 10 to 12 pt. type for body copy. Always consider your reader. A good rule: don’t mix too many typefaces. This causes confusion and you create a ―ransom note‖ effect. Use one serif for text and most headings; use one sans serif for major page headings. Paragraph Alignment Paragraph alignment is the positioning of text within the page margins. Of the four options, flush left is the best choice. Flush Left J u s t i f i e d Text that is aligned on the left margin is said to be set flush left. If the same text is not aligned on the right margin, it is said to be set flush left, ragged right. The term ragged right is sometimes used alone to mean the same thing. A block of text that has been spaced so that the text aligns on both the left and right margins. Justified text has a more formal appearance, but may be harder to read. Note the white spaces between words. Flush Right Centered Text which is aligned on the right margin is said to be set flush right. If the same text is not aligned on the left margin, it is said to be set flush right, ragged left. The term ragged left is sometimes used alone to mean the same thing. Text placed at an equal distance from the left and right margins. Headlines are often centered. It is generally not good to mix centered text with flush left or flush right text. Line Spacing Line spacing is the amount of space between one line of text to the next. For business messages, the standard is to single space within a paragraph and double space between paragraphs. In some situations, you may want to adjust the line spacing to balance messages on the page. The best advice is to be consistent. If you are working with point sizes, adjust your line spacing to two points higher than your font size. For example, if you are using a 12 pt. font, then your line spacing should be 14 pt. Margins You can adjust your margins so your message is framed on the page. If your memo or letter runs for several pages, keep your top margin consistent. You can adjust your bottom margin to avoid widows (less than two lines of text at the bottom of a page) and orphans (less than two lines at the top of the page). In memos and letters that are 200 words or over in the body, use 1‖ margins. In a shorter message of fewer than 200 words, use 1½‖ margins. English and Business Communication Chapter 5: Business Correspondence Format 77 Doh! The Most Disastrous E-mail Mistakes http://pcworld.about.com/news/Apr292002id93283.htm Big Brother Is Reading "Two jobs are better than one—if you can work on the second job while at the first. That's what my former boss, an event planner for a nonprofit, did to pad her already fat salary. She blithely organized a seminar for job number two using the e- mail system at job number one. To cover her absences from job number one, she invented a serious illness for her saintly mother, who just happened to be at death's door the day the seminar took place. Our heroine, however, never made it to her mom's bedside—her boss checked the e-mail server and read a few random messages. Our plucky heroine is now pulling down unemployment." The Deadly Reply All Button "A woman was in torment over a busted romance. She wrote a lengthy, detailed message to a girlfriend, adding that her ex- boyfriend preferred men to women. But instead of hitting Reply to a previous message from her girlfriend, she hit Reply All. Her screed was sent to dozens of people she didn't even know (including me), plus the aforementioned ex and his new boyfriend. As if that weren't bad enough, she did this two more times in quick succession! I finally wrote to her and told her about her addressing problem." Third Time's a Charm "I received an e-mail from an assistant at a competing consulting firm, CC'd to the firm's entire e-mail address book. What a piece of luck. Now I know who all of their employees, associates, and many of their clients are. Attached was a proposal to one of their clients, so even better: Now I know how much they charge. Several hours later, I received another e-mail from the assistant, again CC'd to everyone, with a revised proposal. The next day, I received a third e-mail from the assistant: 'Please ignore the previous e-mails.'" Happy Trails "A troublesome employee in my department sent me an e-mail saying he wouldn't make it in to work because of a sudden death in the family. He said that he would be flying out to the East Coast for a few days. He'd been less than honest with me in the past, so he attached an airline itinerary as proof. Except the itinerary showed his destination to be Hawaii! When he came back, I innocently asked, 'How was Hawaii?' 'Wonderful,' came the reply, followed by 'Oh $#@%@$%!' He very quickly found a new job and left the company." P.S. Your Cat Is Dead "I've been using e-mail since the days of MCI Mail. I've suffered through flaky service, flame wars, e-mail rants from customers, and yes, stupid e-mails I never should have sent. But I never expected e-mail to pierce my heart. "I met her at a company picnic, we traded stories about our repressed childhoods, and we soon became a couple. On a Sunday six months later, I proposed and she accepted. On a Thursday four days later, she broke up with me--via e-mail. She sat four cubicles down the hall from me. "I now insist that women reject me in person. It saves Internet bandwidth." Death of a Salesman "A very successful salesman at our networking company had a large e- mail address book filled with his best customers, including some very important and conservative government contacts. With a single click, he accidentally sent a file chock-full of his favorite pornographic cartoons and jokes to everyone on his special customer list. His subject line: 'Special deals for my best customers!' Needless to say, he's cutting deals for another company these days." Secrets from the Spreadsheet "A helpful HR person at my company sent an employee phone extension list to everyone at our company. But the spreadsheet had hidden columns that were easily unhidden to reveal everyone's pay, bonuses, and stock options--including senior management's. Luckily, she had a new job lined up." http://pcworld.about.com/news/Apr292002id93283.htm English and Business Communication Chapter 5: Business Correspondence Format 78 Assignment 5.1: Disastrous E-mail Mistakes Directions: After reading ―The Most Disastrous E-mail Mistakes‖ at the end of this chapter, you might wonder if these examples are typical of e-mail abuse. In 2006 Radio Shack sent an e-mail to 400 employees terminating them from their jobs. For details, read Radio Shack Uses E-mail to Fire Employees. Then locate other examples of e-mail mistakes. Write an informational e-mail summarizing these events and send it to your instructor. In your message, relate these mistakes to the concepts you have learned in this chapter. Use a strong subject line and appropriate graphic highlighting. Be careful not to commit disastrous e-mail mistakes. Assignment 5.2: Letter-Writing Today Directions: When was the last time you wrote a letter? Do you think letter writing is dead? With the growth of e-mail, text messages, and social networking, some people think that letter writing is going the way of the buggy whips and four-cent stamps. Conduct an online search about the role of letter writing today and write a letter to the editor of your local newspaper either to urge or discourage letter writing. Use correct letter format and send it as an e-mail attachment to your instructor. http://www.sfgate.com/cgi-bin/article.cgi?f=/n/a/2006/08/30/financial/f131351D00.DTL English and Business Communication Chapter 6: The Grammar Game—Problems and Solutions 79 Chapter 6: The Grammar Game— Problems and Solutions Objectives: After reading this chapter, you will be able to do the following:  Write sentences using correct agreement between subjects and verbs and between pronouns and antecedents.  Recognize and correct dangling and misplaced modifiers.  Use parallelism in outlines and writing to show balance and improve meaning.  Use active voice and passive voice correctly and appropriately.  Write numbers and abbreviations correctly. Introduction In this next set of grammar rules, you’re going to focus on some challenging problems in sentence structure and use of numbers and abbreviations. You’ve been learning the basics so far, and you now can take what you’ve learned with parts of speech, punctuation, and capitalization to take your grammar game to the next level. Examine the solutions carefully to use them in your writing. Verbals In your writing, you want to express your ideas with sentences that convey the information clearly. In this part of the chapter, you will learn the common sentence errors. To avoid writing incomplete or confusing sentences, let’s review some basic information about clauses and phrases.  Clauses have subjects and verbs; phrases do not.  Independent clauses are complete sentences that can stand by themselves. Dependent clauses are not complete sentences, cannot stand by themselves, and are joined to an independent clause by a subordinating conjunction or relative pronoun.  Phrases and dependent clauses cannot function as sentences. Example: Herman was driving over the speed limit because he needed to get to work. Independent Clause: Herman (subject) was driving (verb) Dependent Clause: because (subordinating conjunction) he (subject) needed (verb) Phrase: over the speed limit (prepositional phrase); to get to work (verbal phrase). What is a verbal? A verbal is a phrase that uses a verb form but it functions as something else. There are three types of verbals: gerunds, infinitives, and participles. Gerunds Gerunds are easy to recognize because they have –ing as a suffix to the basic verb form. They function as nouns in sentences. Example 1: Cooking is a delicious hobby. English and Business Communication Chapter 6: The Grammar Game—Problems and Solutions 80 In Example 1, the gerund is cooking (taken from the basic verb cook). It is the subject of the sentence so it functions as a noun. Example 2: We are cooking a pot roast for dinner. Do not confuse gerunds with verbs. In Example 2, cooking is a verb in the progressive tense because it expresses an ongoing action. A gerund phrase consists of a gerund and all its modifiers. Example 3: Cooking for a party of ten guests requires careful planning. In Example 3, Cooking for a party of ten guests is the complete gerund phrase that is the subject of this sentence. Infinitives Infinitives are also easy to recognize because the verb forms are preceded by the word to. They can function as nouns, adjectives, and adverbs. Infinitive Phrases Noun—Subject To learn requires self-discipline. Noun—Object We wanted to learn. Adjective The best way to learn music is to practice. Adverb We must practice to learn the piano. Do not confuse infinitive phrases with prepositional phrases. Infinitive phrases Prepositional Phrases To + verb To + noun To walk to the store To run to the finish line To speak to the doctor An infinitive phrase consists of an infinitive and all its modifiers. Example 1: Petra’s goal is to finish her shift tonight without dropping a plate of food. In Example 1, the infinitive phrase to finish her shift tonight without dropping a plate of food functions as an adjective because it modifies the noun goal. To Boldly Go Where No Man Has Gone Before: What Is a Split Infinitive? http://www.phrases.org.uk/meanings/385400.html English and Business Communication Chapter 6: The Grammar Game—Problems and Solutions 81 Participles Participles are verb forms that usually end in –ing or –ed and they function as adjectives to modify nouns and pronouns in a sentence. Present participles end in –ing (satisfying) and past participles end in –ed (cooked), -en (written), -d (baked), -t (dreamt), and –n (been). Example 1: Cooking is a satisfying hobby. Example 2: Tom brought cooked cabbage to the dinner. Example 3: He provided written instructions. Example 4: The other entrée was baked chicken. Example 5: Having dreamt all night about the party, Mariel awoke hungry. Example 6: We left having been sufficiently fed. A participle phrase consists of a participle and all of its modifiers. Example 7: Petra dropped the tray of food, making a mess on the kitchen floor. In Example 7, the complete participle phrase making a mess on the kitchen floor is used to modify the noun tray. Exercise 1: Identify the underlined words as a clause, prepositional phrase, gerund phrase, infinitive phrase, or participle phrase. 1.1 Sid and Imogene wanted to test drive the new car. 1.2 Driving the car along the interstate gave them an idea of the vehicle’s power. 1.3 After they drove along the interstate, Sid and Imogene felt satisfied with the vehicle’s performance. 1.4 The car dealership wanted to sell the vehicle before the end of the month. 1.5 We went to see the new movie showing at the IMAX. 1.6 Jesse got to his seat before the rest of us. 1.7 Having gotten there before us, Jesse bought our tickets. 1.8 After the movie, we stopped for a pizza because we were hungry. Sentence Errors Fragments With your understanding of clauses and phrases, you can now identify three common sentence errors. The first of these is a fragment, which is an incomplete sentence. It is either a dependent clause or a phrase. To determine a fragment, use these three tests on this group of words. Example 1: Because Henry planned the menu. English and Business Communication Chapter 6: The Grammar Game—Problems and Solutions 82  Test 1: Find a verb (not a verbal). In this example, the verb is planned.  Test 2: Find a subject—who or what is performing the action. In this sentence, the subject is Henry.  Test 3: Look for a subordinating conjunction or a relative pronoun (see Chapter 2). In this example, the subordinating conjunction is because.  Result: This is a dependent clause and cannot stand by itself; therefore, it is a sentence fragment. Example 2: Stopping by the roadside stand.  Test 1: Find a verb (not a verbal). The word Stopping is a verbal. This group of words has no verb.  Result: Without a verb, this cannot be a clause. It is a gerund phrase and a sentence fragment. How do you correct a fragment? Complete the sentence by attaching the dependent clause to an independent clause or adding the necessary subject or verb. Add an independent clause: Because Henry planned the menu, he knew what groceries to buy. Add the missing noun or verb: Stopping by the roadside stand was a good idea. (Use the gerund as the subject of the sentence.) Henry was stopping by the roadside stand. (Change the verbal to a verb phrase.) Comma Splices The second type of sentence error is a comma splice. One of the rules in the grammar game is that a comma by itself cannot hold two independent clauses together. Because this is a very common error, you should understand what it is and how to correct it. Examp1e 1: the wind was cold, they decided not to walk. In Example 1, the first independent clause is The wind was cold and the second independent clause is they decided not to walk. The comma by itself is not strong enough to hold these two ideas together. How do you correct a comma splice? You have a number of ways to fix this. Add a coordinating conjunction: The wind was cold, so they decided not to walk. Add a subordinating conjunction: Because the wind was cold, they decided not to walk. The wind was cold when they decided not to walk. (Notice how the subordinating conjunction changes the meaning and emphasis of ideas.) Make two sentences: The wind was cold. They decided not to walk. Use a semicolon: The wind was cold; they decided not to walk. English and Business Communication Chapter 6: The Grammar Game—Problems and Solutions 83 Use a colon: The wind was cold: they decided not to walk. (Use this sparingly—only when the second sentence explains the first, which is not the case here.) Use a transitional adverb: The wind was cold; therefore, they decided not to walk. Fused Sentences The third type of sentence error is called a fused sentence (sometimes call a run-on sentence). This occurs when two or more independent clauses run together without punctuation. Example 1: I recommended two types of cell phones the company purchased the less expensive model. In Example 1, the first independent clause is I recommended two types of cell phones and the second independent clause is the company purchased the less expensive model. How do you correct a fused sentence? You can use the same methods that you would use to fix a comma splice. Add a coordinating conjunction: I recommended two types of cell phones, and the company purchased the less expensive model. Add a subordinating conjunction: After I recommended two types of cell phones, the company purchased the less expensive model. I recommended two types of cell phones although the company purchased the less expensive model. (Notice how the subordinating conjunction changes the meaning and emphasis of ideas.) Make two sentences: I recommended two types of cell phones. The company purchased the less expensive model. Use a semicolon: I recommended two types of cell phones; the company purchased the less expensive model. Use a colon: I recommended two types of cell phones: the company purchased the less expensive model. (Use this sparingly—only when the second sentence explains the first, which is not the case here.) Use a transitional adverb: I recommended two types of cell phones; subsequently, the company purchased the less expensive model. Exercise 2: Identify and correct the sentence errors in these sentences. 2.1 Many people list public speaking as one of their top fears, everyone can learn to do it well with preparation and practice. 2.2 Communicate well in both writing and speaking. 2.3 You can develop the skills and techniques to make effective presentations you will need to practice. English and Business Communication Chapter 6: The Grammar Game—Problems and Solutions 84 2.4 Suspicious-looking in dark glasses and sober suits. 2.5 Caffeine is a stimulant it gives some people the jitters. 2.6 Helena tried to save at least $50 from each paycheck, she was planning a vacation. Agreement Common agreement errors occur when subjects do not agree with verb and pronouns do not agree with antecedents. Subject-Verb Agreement In a sentence, the subject is the doer (the actor) or the main idea. If the subject is singular, then the verb form must also be singular. If the subject is plural, then the verb form must be plural. Look at these examples. Singular Subject + Singular Verb Plural Subject – Plural Verb The accountant studies the tax form. The accountants study the tax form. She has an idea. They have ideas. In this part of the grammar game, pay attention to these rules and variations in these guidelines. Guidelines 1. Ignore intervening phrases. The analysis of the documents takes a full week. (Analysis is singular.) The answers, as well as the index, are in the study guide. (Answers is plural.) The book, including the supplements, is on the table. (Book is singular.) 2. Locate the subject. Sometimes sentences are written in an inverted order. There are several reasons why you should attend. There is a reason why you should attend. Here are examples. Here is an example. In the closet are my clothes, shoes, and hats. 3. For subjects joined by and, use a plural verb form. The accountant and the bookkeeper maintain accurate records. The manager and the supervisor were aware of the situation. 4. For subjects joined by or or nor, make the verb agree with the closer subject: Either the accountants or the bookkeeper maintains accurate records. Neither the employer nor its employees understand the union agreement. 5. Some indefinite pronouns require singular verbs. Everyone on the committees feels strongly about this issue. Nothing is permanent. All is forgiven. Nobody is perfect. Everything is possible. Both of us are sorry. Many are called, but few are chosen. None of the money is wasted. None of us are sad. English and Business Communication Chapter 6: The Grammar Game—Problems and Solutions 85 Indefinite Pronouns Always Singular Always Plural Singular or Plural another anybody anyone anything each either everybody everyone everything much neither nobody no one nothing somebody someone something both few many others several all any most none some 6. Collective nouns use singular or plural verbs depending on usage. The staff is quartered at the warehouse. (The reference is to the group as a single entity.) The staff are at their desks in the warehouse. (The reference is to the individual members.) Note: Because collective nouns can be troublesome, revise the sentence: The staff members are at their desks in the warehouse. 7. Organization names and publications use singular verbs. Trust Associates is handling our parking problems. (One company) Fulbright and Jaworski hires attorneys in Texas. (One organization) Tom Bode’s Marketing and Management Solutions provides good advice. (One book) Pronoun-Antecedent Agreement In Chapter 2, you learned that a pronoun takes the place of a noun and pronoun and that an antecedent is the noun that the pronoun refers to. Pronouns and antecedents must agree in gender and in number. Guidelines 1. You can easily make male pronouns refer to male antecedents and make female pronouns refer to female antecedents, but the problems occur with neuter pronouns and their antecedents. Al brought his briefcase to the office. The woman apologized for her mistake. The bank announced that it would refund overdraft charges. (A common error occurs when the plural pronoun they is incorrectly used to refer to the singular antecedent bank.) 2. Singular pronouns refer to singular antecedents. While in the past, writers may have used the masculine pronoun to replace a noun of unknown gender, you can revise these sentences to avoid gender bias. Wrong: Each employee must submit his voucher to be reimbursed. Good but Awkward: Each employee must submit his or her voucher to be reimbursed. Better: Each employee must submit a voucher to be reimbursed. Best: Employees must submit their vouchers to be reimbursed. 3. Some indefinite pronouns are considered singular; some are considered plural. (See the chart above.) Either of the restaurants is advertising its new menu. Both of the restaurants feel they are responding to their customers’ needs. All of the meat is cooked in its own juice. All of the customers expressed their satisfaction. English and Business Communication Chapter 6: The Grammar Game—Problems and Solutions 86 4. For compound nouns joined by and, use plural pronouns. The chef and the baker combined their talents to produce delicious meals. After the owner and the manager argued, they tried to resolve their differences. 5. For compound nouns joined by or or nor, make the pronoun agree with the closer noun. Neither Monte nor his brother wanted his car towed. Neither Monte nor his brothers wanted their car towed. 6. Collective nouns and organization names use singular pronouns. The marketing department is having its meeting in the conference room. The National Institutes of Health announced the results of its research. 7. Ignore intervening phrases. One of our employees, along with several supervisors, has developed his own plan. The manager, as well as several employees, was announcing her retirement this year. Exercise 3: Choose the correct word in these sentences. 3.1 Our staff (has, have) approved the agreement. 3.2 Most of the employees (is, are) satisfied with (its, their) Internet access. 3.3 Her favorite singer, as well as other celebrities, (is, are) scheduled to appear in concert. 3.4 Neither Mary nor Jill wanted (her, their) computer moved. 3.5 The Safety Committee can be proud of (its, their) achievement. 3.6 The driver and the passenger (was, were) unhurt after the accident. 3.7 Each (serve, serves) a different purpose. 3.8 There (was, were) a tree and a house blocking our view. 3.9 Over the river (is, are) several bridges in disrepair. 3.10 If anybody here has a cell phone, (they, he or she) should turn it off now. Dangling and Misplaced Modifiers Dangling modifiers and misplaced modifiers are grammatical errors that affect the clarity of the sentence. A dangling modifier is a word or phrase that doesn’t clearly modify the word it is supposed to describe. In many cases, an opening phrase is left dangling because it does not clearly modify the subject. Example 1: To stay in touch with customers, telephone contacts were encouraged. In Example 1, the introductory infinitive phrase To stay in touch with customers should modify the subject contacts, but that doesn’t make sense. This is a dangling modifier. To check for dangling modifiers, ask Who? or What? after the introductory phrase. Who was to stay in touch with customers? English and Business Communication Chapter 6: The Grammar Game—Problems and Solutions 87 Revision: To stay in touch with customers, sales reps were encouraged to maintain telephone contacts. In the revision, the introductory verbal phrase (an infinitive) clearly modifies the subject sales reps. Sometimes these dangling modifiers can have a humorous effect. Example 2: Addressing a large audience for the first time, my knees shook and my voice wobbled. In Example 2, the introductory gerund phrase Addressing a large audience for the first time is modifying the subjects knee and voice. While this creates a funny image, the sentence is not clear. Who was addressing a large audience? Revision: When I addressed a large audience for the first time, my knees shook and my voice wobbled. Misplaced modifiers are words and phrases that are not close to the words they modify. Example 1: Noxious fumes made the office workers sick coming from the storage tanks of a nearby paint manufacturer. In Example 1, the participle phrase coming from the storage tanks of a nearby paint manufacturer seems to be modifying the nearby noun workers, but the workers are not coming from the storage tanks; the noxious fumes are. So move the modifier closer to the word it should modify. Revision: Noxious fumes coming from the storage tank of a nearby paint manufacturer made the office workers sick. Now the sentence is clear and understandable. Exercise 4: Correct the dangling or misplaced modifiers in these sentences. 4.1 By making sales reps a part of product design, a great deal of money was saved. 4.2 Using available evidence, it becomes apparent that the court has been deceived by the witness. 4.3 Having found the misplaced report, the search was ended. 4.4 The presidential candidate announced his intentions to run as a national candidate in his hometown of Blue Bell, Pennsylvania. 4.5 I showed my dog to the veterinarian with the fleas. 4.6 Feeling hot, sweaters were taken off. 4.7 The Honda was stalled on the road out of oil. English and Business Communication Chapter 6: The Grammar Game—Problems and Solutions 88 Parallelism Creating appropriate parallel structure in your sentences is often a good way to make sentences clear and graceful. When a sentence contains a series of two or more related things or ideas, they should be expressed with a similar grammatical structure. Sometimes, if a sentence does not have parallel structure, the sentence will be unclear. Parallel structure refers to a repeated pattern in a sentence. The pattern may repeat exact words or phrases, or it may repeat grammatical forms—for example, nouns or –ing verb forms. Nouns in a Series Faulty Parallelism: Students attend classes during the fall, winter, and in the spring. Correct Parallelism: Students attend classes during the fall, the winter, and the spring. Verb Forms in a Series Faulty Parallelism: During lunch, they were exchanging notes, studying for the test, and ate their sandwiches. Correct Parallelism: During lunch, they were exchanging notes, studying for the test, and eating their sandwiches. Sometimes phrases or clauses must be expressed in similar grammatical form. The example below is awkward because the phrases are not parallel. Phrases in a Series Faulty Parallelism: The technician made us learn by hands-on experience, classroom information, made us work on our own projects and she always encouraged us to do our best. The writer is trying to do the right thing here by giving specific examples of good training methods. However, the sentence is not clear because the writer doesn’t express the examples in parallel form. Also hands-on experience and made us work on our own projects seem repetitious and can probably be combined. Below is one possible revision of this sentence. Correct parallelism: The technician encouraged us to learn from the classroom information, to gain hands-on experience by working on our own projects, and always to do our best. Great speakers use parallel construction to tie ideas together and to emphasize points. When Julius Caesar said, ―Veni, vidi, vici,‖ he was making a simple but eloquent point in three short sentences: ―I came, I saw, I conquered.‖ In his inaugural speech, John F. Kennedy said, ―Ask not what your country can do for you— ask what you can do for your country‖—one example of parallel structure in a famous speech that people still remember. For a look at a speech using parallel structure, check out Abraham Lincoln’s ―Gettysburg Address‖ at http://grammar.ccc.commnet.edu/grammar/gettysburg.htm. Click on the movie icon at the end of the speech for an animated display of parallelism. Parallelism applies to outlines and lists as well. Elements that are alike in function should be alike in construction. This means that all headings at a single level of outline should be parallel in form. http://grammar.ccc.commnet.edu/grammar/gettysburg.htm English and Business Communication Chapter 6: The Grammar Game—Problems and Solutions 89 Here’s an example of faulty parallelism in an outline. I. Machine output is lagging sentence II. Increase in need of operation noun phrase III. Unable to delivery necessary steam adjective phrase To make these items parallel, you can do one of the following. Make them all sentences Machine output is lagging. Operation needs to be increasing. Steam is unable to be delivered. Make them all noun phrases Lag in machine output Increase in need of operation Inability to deliver necessary steam For help with parallelism, check out these sites: Parallel Form: http://grammar.ccc.commnet.edu/grammar/parallelism.htm Parallel Structure: http://owl.english.purdue.edu/handouts/grammar/g_parallel.html Parallelism: http://leo.stcloudstate.edu/grammar/parallelism.html Exercise 5: Revise the faulty parallelism. 5.1 After Mario finishes his degree, his plans include to marry, moving to California, and to act. 5.2 I don’t like my new cell phone because it is difficult to use, no GPS, and the memory is too small. 5.3 Rose Mary explained to the police officer that her driver’s license had expired and of her applying for a new one. 5.4 Before Ian leaves work today, he needs to stock merchandise, writing orders for delivery, and repair two computers. 5.5 Learning a new language as an adult is more difficult than to learn one as a child. 5.6 * We should pay careful attention to the content of our flyers. * Flyers mailed out. * Not using jargon. * Show appreciation. Active and Passive Voice A verb is in the active voice when its subject is the doer of the action, and it is in the passive voice when its subject is the receiver of the action. Because business writing is direct, you should use the active voice whenever possible; however, in certain situations, you can use passive voice when you want to de- emphasize the doer. http://grammar.ccc.commnet.edu/grammar/parallelism.htm http://owl.english.purdue.edu/handouts/grammar/g_parallel.html http://leo.stcloudstate.edu/grammar/parallelism.html English and Business Communication Chapter 6: The Grammar Game—Problems and Solutions 90 Active Voice Passive Voice A verb is in the active voice when its subject is the doer of the action A verb is in the passive voice when its subject is the receiver of the action. The director adjourned the meeting. The subject, director, performs the action, adjourned. The meeting was adjourned by the director. The subject, meeting, is not performing the action; instead, it is receiving the action, was adjourned. The mechanic at the repair shop inspected Mrs. Johnson's automobile. The subject, mechanic, performed the action, inspected. Mrs. Johnson's automobile was inspected by the mechanic at the repair shop. The subject, automobile, is not acting; it is receiving the action, was inspected. How do you recognize passive voice? Look at the verb. A passive voice verb always has at least two parts: 1. A form of the verb to be (am, is, are, was, were, be, been) For example, The computer was installed by Datacorp. 2. A past participle verb (thrown, driven, planted, talked) For example, The computer was installed by Datacorp. 3. Look for the subject to be in the predicate or object position in the sentence. For example, The computer was installed by Datacorp. (Object of preposition) 4. Watch for a ―by‖ statement between the verb phrase and the object (although these are not always present). For example, The computer was installed by Datacorp. (Object of preposition) When should you use passive voice? Although active voice is usually more effective because it is more direct and concise, passive voice may be used in the following situations. Guidelines 1. Use passive voice when the receiver of the action is more important than the doer of the action. Example: General James' portrait was unveiled by a troop of Scouts. (Portrait is more important than who unveiled it.) 2. Use passive voice when the doer of the action is unknown or unimportant. Example: The bank will be closed on Monday. (Unless the bank is being closed by the FDIC because it is insolvent, the doer here is unimportant.) 3. Use passive voice when you want to minimize bad news and show tact and diplomacy. Example: The position has been filled. The application has been denied. The car has been totaled. Mistakes have been made. Exercise 6: Rewrite the following. Change these sentences to active voice. 6.1 The assignment must be submitted by e-mail. 6.2 Meals are not served by the flight attendants during rough weather. English and Business Communication Chapter 6: The Grammar Game—Problems and Solutions 91 6.3 Cell phones are sold by AGBell. 6.4 Your request for a loan cannot be granted. Change these sentences to passive voice. 6.5 The college no longer prints catalogs. 6.6 Rain and slick road conditions caused the accident. 6.7 You can no longer smoke on campus. 6.8 The vet tech vaccinated the dogs on their last visit. Numbers and Abbreviations In business communication, you want to express numbers and abbreviations in a clear and consistent style. While variations exist, here are some guidelines. When in doubt, consult a credible source or dictionary. Numbers The basic idea is to use a number form that is clearly understood by your reader; in some cases, this may be a figure but in other cases, this could be word. Here are some guidelines. Guidelines 1. In general, write the words for numbers one through ten. Use figures for numbers over ten. The three passengers waited for ten minutes before the taxi arrived. The three passengers waited for 30 minutes before the taxi arrived. Over 1,000 people waited two hours to catch the buses back to their cars. In a situation where small and large numbers are used for related numbers, use the format of the largest number. English and Business Communication Chapter 6: The Grammar Game—Problems and Solutions 92 The research study showed that 5 of the 125 dentists were unaware of the treatment. (Both numbers refer to dentists.) The two computers were used by 125 people at least three times a day. (Numbers are unrelated.) 2. Always spell out numbers that begin sentences. If the number is more than two words, rewrite the sentence. Twenty restaurants participated in the Chili Cook-off. Seventy-six trombones led the big parade. Wrong: 110 spectators waved flags. Correct: At least 110 spectators waved flags. Wrong: 1976 was the country’s bicentennial. Correct: In 1976, the country celebrated its bicentennial. 3. Use numbers to express money, but omit zeros on whole amounts. Use the dollar sign and not the word dollars. Eliza paid $35.67 for the new scarf and $10 for the wallet. … but use the word cent with amounts less than $1. Eliza bought the tray at the garage sale for 75 cents. 4. Use a comma for numbers larger than three digits. The company employed 2,156 people. The company had 51,423 widgets in stock. … and simplify numbers in the millions and above. Wrong: Sales for the year totaled $15,425,695. Correct: Sales for the year exceeded $15 million. Correct: Sales for the year totaled $15.4 million. 5. In dates, use the standard business format of month, date, and year. January 20, 2009 July 4, 1776 In some situations, you may need to use military and international format. 20 January 2009 4 July 1776 If the date appears before the month or stands alone, you can use the ordinal number. On the 20 th of January, we requisitioned for new supplies which arrived on the 30 th . 6. Use figures to express time with a.m. or p.m. Use figures or words with o’clock. Do not use zeros with whole numbers. Space between the number and the abbreviation or contraction. The meeting began at 8 a.m. and broke for lunch at 12: 30 p.m. The tourists agreed to be meet at 7 (or seven) o’clock by the fountain. 7. In addresses, use numbers for house numbers larger than one; write the word one. 1600 Pennsylvania Avenue One Dealey Plaza Use words for street names that are number ten or lower. Use numbers for street names above ten. 1243 Fifth Avenue 9876 North 21 st Street. English and Business Communication Chapter 6: The Grammar Game—Problems and Solutions 93 8. Use numbers for phone numbers. Put the area code in parentheses. Please call (832) 555-1245 to place your order. You can reach me at (409) 555-5421, Ext. 21. 9. Use words to express ages except when the age appears after the name or when the exact years and months are used. When Jesse turned thirty, he threw himself a big party. Jesse Smith, 30, invited over 400 people to his birthday party. His niece, who was 3 years and 6 months, slept through the entire celebration. 10. Use numbers for simple fractions. Use numbers or words for complex fractions. Only one fourth of the club approved that motion. The budget committee approved a 2½-percent raise for all of us. (Note that the fraction needs a hyphen when it is used as a compound adjective.) 11. Hyphenate all compound numbers from twenty-one through ninety-nine. Marti sold forty-three laptops over the last three months. 12. Use numbers to indicate percentages. Write the word percent. Use the percent sign (%) only in forms or in statistical presentations. Nearly 50 percent of the members approved that motion. 13. Use numbers to indicate decimals. The actuary calculated that life expectancy is now 83.7 years. The machinist calibrated the sharpener to .007. …Add a 0 if a decimal is below 1 and does not begin with a zero. The rate of difference was smaller than 0.1 percent. 14. Use numbers to express weights and measurements. The Ultraportable Computer weighed less than 4 pounds, was 0.5 inches thick, and had a 12-inch display. Exercise 7: Identify the correct number format. 7.1 5 choices five choices 7.2 March 9, 2005 9 th March 2005 7.3 Four score and seven years ago Four score and 7 years ago 7.4 the rug measures 5 by 8 feet the rug measures five by eight feet 7.5 on the 18 th of April on the eighteenth of April 7.6 at 3 p.m. at 3:00 p.m. 7.7 located at One Westheimer located at 1 Westheimer 7.8 1,000,000 baseball cards 1 million baseball cards 7.9 $75.00 $75 7.10 6.9 % interest 6.9 percent interest English and Business Communication Chapter 6: The Grammar Game—Problems and Solutions 94 Abbreviations As a writer, you will be faced with challenges using abbreviations. For every rule of abbreviation, you will find exceptions and variations in style. In addition to the guidelines below, be sure to consult dictionaries and style manuals for other rules. Guidelines 1. Use periods with abbreviations beginning with lowercase letters. Do not space between the internal periods. a.m. (ante meridian) p.m. (post meridian) …exceptions: mph (miles per hour), wpm (words per minute), cm (centimeter) 2. Use periods with abbreviations using upper case and lowercase letters. Dr. (Doctor) Ms. (Combination of Mrs. and Miss) Esq. (Esquire) …exceptions: PhD (doctor of philosophy), EdD (doctor of education) 3. Do not use periods on abbreviations of many companies, organizations, titles or terns. Use capital letters without internal spaces. CFO (Chief Financial Officer) FAQ (frequently asked questions) FYI (for your information) HTTP (Hypertext Transfer Protocol) IBM (International Business Machines) NASA (National Aeronautics and Space Administration) NASCAR (National Association for Stock Car Auto Racing) Abbreviations.com 4. Spell out abbreviations when you first use the term or organization. After that, use the acronym or abbreviation. The Better Business Bureau (BBB) helps consumers. 5. Avoid abbreviating months and days of week in text. 6. Spell out United States when used as a noun and use U.S. as an adjective. 7. In business writing, do not use the abbreviations e.g., i.e., or et al. to indicate examples. Instead, use terms like for example, and others, such as, or respectively. 8. Use standard mailing abbreviations for states and Canadian provinces. http://www.abbreviations.com/ English and Business Communication Chapter 6: The Grammar Game—Problems and Solutions 95 State/Possession State/Possession State/Possession Alabama AL Kentucky KY Ohio OH Alaska AK Louisiana LA Oklahoma OK American Samoa AS Maine ME Oregon OR Arizona AZ Marshall Islands MH Palau PW Arkansas AR Maryland MD Pennsylvania PA California CA Massachusetts MA Puerto Rico PR Colorado CO Michigan MI Rhode Island RI Connecticut CT Minnesota MN South Carolina SC Delaware DE Mississippi MS South Dakota SD District of Columbia DC Missouri MO Tennessee TN Federated States of Micronesia FM Montana MT Texas TX Florida FL Nebraska NE Utah UT Georgia GA Nevada NV Vermont VT Guam GU New Hampshire NH Virgin Islands VI Hawaii HI New Jersey NJ Virginia VA Idaho ID New Mexico NM Washington WA Illinois IL New York NY West Virginia WV Indiana IN North Carolina NC Wisconsin WI Iowa IA North Dakota ND Wyoming WY Kansas KS Northern Mariana Islands MP http://www.usps.com/ncsc/lookups/usps_abbreviations.html Province Abbreviation Alberta AB British Columbia BC Manitoba MB New Brunswick NB Newfoundland and Labrador NL Northwest Territories NT Nova Scotia NS Nunavut NU Ontario ON Prince Edward Island PE Québec QC Saskatchewan SK Yukon YT http://www.usps.com/ncsc/lookups/usps_abbreviations.html English and Business Communication Chapter 6: The Grammar Game—Problems and Solutions 96 Exercise 8: Identify the correct abbreviation format. 8.1 (a) Hanna enrolled in an MBA program at a prestigious school in the United States. (b) Hanna enrolled in an M.B.A. program at a prestigious school in the U.S. (c) Hanna enrolled in an M.B.A. program at a prestigious school in the US. 8.2 (a) Please mark your calendar for Monday, April 8 at 9 a.m. to see Dr. Estevez. (b) Please mark your calendar for Monday, Apr. 8 at 9 AM to See Doctor Estevez. (b) Please mark your calendar for Mon., April 8 at 9 am to see Dr. Estevez. 8.3 (a) The customer’s address is 5 Alberta Dr., St. Paul, Minn., 55109. (b) The customer’s address is 5 Alberta Drive, Saint Paul, MN, 55109. (c) The customer’s address is 5 Alberta Drive, St. Paul, MN 55109. 8.4 (a) After joining the Centers for Disease Control (CDC), Roy Hart, Jr., studied infection diseases and published an article in The Journal of the American Medical Association (JAMA). (b) After joining the CDC (Centers for Disease Control) CDC, Roy Hart, Jr., studied infection diseases and published an article in JAMA, (The Journal of the American Medical Association). (c) After joining the Centers for Disease Control (CDC), Roy Hart, J.R. studied infection diseases and published an article in JAMA (The Journal of the American Medical Association). Assignment 6.1: Practice, Practice, Practice Directions: Have you ever heard the old joke ―How do you get to Carnegie Hall?‖ ―Practice, Practice, Practice.‖ Silly, yes, but the point is that you must practice to improve your skills. Below are a number of links that will take you to interactive sites where you can practice, practice, practice your grammar skills. You can click on the links or copy and paste them in your browser. Advanced English Lessons at http://www.englishpage.com/index.html Exercises at Grammar Bytes at http://www.chompchomp.com/exercises.htm Guide to Grammar and Writing: Interactive Quizzes at http://grammar.ccc.commnet.edu/grammar/quiz_list.htm Online Writing Support from Towson University at http://www.towson.edu/ows/index.htm Purdue Online Writing Exercises at https://owl.english.purdue.edu/exercises/ For this assignment, visit these sites and complete some of the exercises and quizzes. Bookmark them for future reference. Discuss with your classmates the strengths and weaknesses of each site. Which would you recommend? http://www.englishpage.com/index.html http://www.chompchomp.com/exercises.htm http://grammar.ccc.commnet.edu/grammar/quiz_list.htm http://www.towson.edu/ows/index.htm https://owl.english.purdue.edu/exercises/ English and Business Communication Chapter 6: The Grammar Game—Problems and Solutions 97 Assignment 6.2: Create Your Own Quiz Directions: For this assignment, you are to create your own grammar quiz of 15-20 questions over the problems and solutions discussed in this chapter. Using the resources in the chapter as well as the various online resources (see above), compose sentences that will challenge other students. Exchange papers with another student and be prepared to share your answers. English and Business Communication Chapter 7: Patterns of Development 98 Chapter 7: Patterns of Development Objectives: After reading this chapter, you will be able to do the following:  Understand three patterns of development and choose the appropriate pattern to achieve your purpose and reach your audience.  Use the three-part direct pattern for routine messages.  Use the four-part indirect pattern for negative messages.  Use the persuasive pattern for persuasive messages. Introduction Most business messages can be prepared by following one of three patterns or methods of development: Direct, Indirect, or Persuasive. To determine which one to use, you should analyze your audience and choose an organizational approach that will effectively communicate your main idea. Analyze the Audience In chapter 1, you examined ways to profile your audience. Ask yourself these important questions:  Who is my audience?  What are their needs?  What cultural differences exist?  What do I want them to do?  What tools will help persuade them?  Would emotional or logical appeals be best? You should consider your audience’s demographics: age, gender, occupation, income, education, and other quantifiable characteristics. Also consider your audience’s psychographics: the psychological characteristics of a person such as personality, attitudes, and lifestyle. Satisfying audience needs is the most effective way to motivate your audience. Because needs differ, people respond to messages differently Choose an Organizational Pattern Use the direct pattern for most routine and positive messages—when your audience is objective or prefers to hear the ―bottom line‖ first. If your message is long or complex, the direct pattern will present the key ideas first so your readers can understand where you are going. You may work for a company that encourages directness. Use the indirect pattern for many ―bad news‖ messages (when your audience is likely to have a negative reaction) or for some routine messages (when your audience won’t object to the indirect approach). If your message is short and clear, you can use the indirect pattern for positive or negative messages. Use the persuasive pattern when your audience needs convincing. If your audience is resistant, your messages require a strong approach to overcome their objections. Types of persuasive messages include requests for action, sales and fundraising messages, claims and requests for adjustments. English and Business Communication Chapter 7: Patterns of Development 99 Direct Pattern Why is the direct pattern an effective way to write most business messages? Most business messages (more than 80%) are routine requests for information or action and are directed at audiences who will have a positive or neutral reaction. They are busy people who want the most important ideas first. They will skim messages rather than read them thoroughly. Unless your messages involve sensitive issues, use the direct pattern. What are some examples of routine messages?  Making or complying with requests  Asking for or providing information or action  Placing orders  Making or granting claims and adjustments  Writing letters of recommendation or goodwill messages All of these routine messages follow the basic direct order pattern: main idea, details, and positive close. The content will vary depending on your purpose but because they are still routine messages to a positive or neutral audience, the direct approach is the easiest and fastest method of development. Main Idea Because you will use the diamond arrangement, the opening paragraph should be short. It should express the main idea as a positive message with the single most important idea, concisely stated. It should be a clear idea of the purpose. This is what the reader wants to know and what you want the reader to know. In a memo or an e-mail, you expand the subject line into a topic sentence. Let’s look at how you can use the direct pattern to write a routine request. See Figure 7.1 Routine Request Using Direct Pattern. Whenever you ask for something, you are making a request. A request is routine if it’s part of the normal course of business and you anticipate your audience will want to comply. Like all routine messages using the direct pattern, place your main idea (a clear statement of the request) in the opening. You use the middle to give details and justify your request. Then you close by requesting specific action and concluding cordially. Opening Paragraph of a Routine Request Begin routine requests by placing your request first—up front is where it stands out and gets the most attention. Of course, getting right to the point does not mean you should be abrupt or tactless.  Be specific. State precisely what you want.  Be nice. Even though you expect a favorable response, the tone of your initial request is important. Instead of demanding action (―Send me your product list‖), soften your request with words such as please and I would appreciate. You can assume that your audience will comply.  Be brief. The opening paragraph is short so don’t waste your time and your space with irrelevant information. Does your reader really need to know that you’re the computer technician in the IT division?  Be correct. Punctuate polite requests and questions differently. A polite request in question form requires no question mark: ―Would you please send me information about English and Business Communication Chapter 7: Patterns of Development 100 AGBell’s cell phone business packages.‖ A direct question within your message does require a question mark: ―Can the new phones be delivered by February 27?‖ Figure 7.1. Routine Request Using Direct Pattern Opening paragraph provides the main idea; it is specific and brief, has a nice tone, and uses correct punctuation. It shows reader benefit. Middle paragraphs expand and develop the opening paragraph and provide detail. Uses headings to help respond. Deals with only one topic per question. Asks questions in descending order of importance. Phrases questions in parallel form. Short closing paragraph is positive and provides contact information; it motivates the reader to respond. Would you please send me information about AGBell’s cell phone business packages. Our company will be replacing 150 cell phones by the end of January 2010, and we are interested in your Cutting Edge III and Crystal Z- Phone models. DynaCorp is a computer-service company with over 250 employees. Our current cell phones are over five-years old and no longer meet our needs. We are basing our purchasing decision on costs, service plans, and accessories packages and have several questions. Costs What are the costs for 150 phones of each model, including your two-year warranty and service plan? Do you provide discounts for volume purchasing? Service Plans What are the differences in your two service plans for businesses? Last year our cell phone use averaged 500 minutes per month per cell phone. Enclosed is a detailed breakdown so you can understand our usage and needs more clearly. Accessories Packages Our new cell phones should include GPS and Bluetooth technology. Are these included in the initial costs? If not, what are the additional expenses? Please send the information to me at DynaCorp, P.O. Box 999, Houston, TX 77010 or by e-mail at btorres@dynacorp.com. I can be reached at 555-555- 1234, ext. 123 if you would like to discuss this with me in detail. Because I plan to make my recommendation by December 1, I would appreciate your reply by November 15. Details Middle paragraphs will be longer because they contain all the necessary information, questions, justifications, or explanations. These should satisfy the reader’s informational needs. Give all details necessary to support the main idea in your opening paragraph. Make sure this section is clear, complete, and concise. Revise to eliminate repetition or wordiness. Middle Paragraphs of a Routine Request Use the middle section of your message to explain your initial request. It should flow smoothly and logically from the opening paragraph. You can use the middle section of your routine request to list a series of questions. Just keep a few basics in mind: Ask the most important questions first. If cost is your main concern, you might begin with a question such as ―What are the costs for 150 phones of each model, including your two-year English and Business Communication Chapter 7: Patterns of Development 101 warranty and service plan?‖ Then you may want to ask more specific but related questions about, discounts or volume pricing. Ask only relevant questions. So that your request can be handled quickly, ask only questions central to your main request. If your questions require simple yes-or-no answers, you might provide readers with a form or with boxes to check. If you need more elaborate answers, pose open-ended questions. ―What are the differences in the two plans?‖ is more likely to elicit the information you want than ―Is there a difference between the two plans?‖ Deal with only one topic per question. If you have an unusual or complex request, list the request and provide supporting details in a separate, short paragraph. Try using paragraph headings to make your reader’s job easier. Positive Close The closing paragraph will be a short paragraph. It could summarize the main point, indicate what should happen next, and/or highlight reader benefit. It should have a positive tone and may include a call to action when you need the reader to respond with additional action. Make compliance easy such as including information about how you can be reached or how the reader is to respond. Closing Paragraph of a Routine Request Request a specific action. Use the closing to ask readers to respond by a specific and appropriate time. For example, ―Because I plan to make my recommendation by December 1, I would appreciate your reply by November 15.‖ Provide contact information. Help your reader respond easily by including your phone number, office hours, and other contact information. Show goodwill and appreciation. Conclude your message by expressing your goodwill and appreciation, but don’t thank the reader ―in advance‖ for cooperating. Avoid clichés. You should write positive or neutral messages using the direct pattern. By introducing the main idea in the first paragraph, the reader immediately understands the purpose. The body of the message should provide all the details the reader will need to understand or respond. The closing will be a positive statement, a call to action, or a statement of good will and will keep the reader well disposed to you and your company. Direct Pattern for Negative Messages So far we have been discussing routine messages which are often called ―good news‖ messages. When you need to write ―bad news‖ messages, you can use either a direct or an indirect pattern. We’ll discuss the indirect pattern in detail later in this chapter but for now let’s discuss the criteria for determining the correct pattern. As always, consider your audience and your message. Let’s look at some criteria. English and Business Communication Chapter 7: Patterns of Development 102 Direct Bad News Sample Letters To illustrate the differences, look at Sample Letter 1 below. Dear Mr. Whitson: Thank you for your interest in our cell phones. We are currently out of original copies of our brochure. However, I am sending you a photocopy of it. If I can be of further help, please let me know. What is the bad news? Original copies of the company’s brochure are unavailable. How tragic is that? The audience will not be hostile or emotionally involved with this routine message, so direct order is the easier and quicker. The main idea thanks the reader for the request. The details explain the company is sending a copy of the brochure. The positive close offers additional assistance. Let’s look at Sample Letter 2. Dear Ms. Terri: Your application for the position of court reporter at Whitson Legal has been rejected. We have found someone more qualified than you. What about the tone and method of development used in this sample letter? Ouch! This letter hurts. The reader is emotionally involved and the message is not routine, at least not to the reader. The direct approach will not work with all negative messages, so you have to use the indirect approach. Indirect Pattern Have you ever received bad news in the mail? Whether being rejected for a job or for credit, everyone takes rejection personally. With bad news messages, you need to try to ease the pain as much as possible. Try to mix bad news with consideration for the other person’s needs. This helps the reader understand that the unfavorable decision is based on a business judgment, not on personal judgment. This is why the indirect pattern is used to deliver bad news. When you deliver bad news, you have several goals and while you may not be successful in achieving every one, keep these in mind as your write your message. 1. You want to deliver the bad news. Whether you imply or convey the bad news indirectly, you must still deliver the bad news. 2. You want your audience to accept it. By providing clear explanations and justifications, you enable the reader to understand the reasons behind the decision. 3. You want to maintain a good relationship with your audience. This doesn’t mean to apologize unnecessarily or express doubt about your decision. Be courteous and considerate. 4. You want to maintain a good image for your organization. Your message will leave a lasting impression and you want your audience to remain well disposed towards you and your company. English and Business Communication Chapter 7: Patterns of Development 103 5. You want to reduce or eliminate the need for future correspondence. This doesn’t mean you don’t want to communicate with your reader any more but, as far as this bad news is concerned, your decision is final. To work toward these goals, consider the central idea and the impact it will have on the reader. So, you need to consider what tone will be the most effective. Using the right tone helps the reader understand that your bad news message represents a firm decision and that it is fair and reasonable; the right tone also keeps the reader well disposed toward your business and you. How can you achieve the right tone? Use the ―you-benefit.‖ Point out how the decision might actually further reader’s goals, even though it might first cause disappointment. Be careful, though, that the ―you‖ doesn’t sound accusing, such as ―You did not follow directions.‖ Look for the best in your reader. Even if the customer is at fault, assume that the reader is interested in being fair. Use positive phrasing. Avoid negative phrasing. For example, ―We never exchange damaged goods‖ can be changed to ―We are happy to exchange merchandise that is returned to us in good condition.‖ Maintain a just and reasonable tone. You have to ―sell‖ the reader on the unpleasant decision but still maintain an image of your company as just and reasonable. In the four-part indirect pattern, you begin with a short but relevant buffer, provide reasons for the decision, minimize the impact of the bad news, and close with a positive statement. Use this pattern when your audience is emotionally involved and will be displeased by the bad news; when they might need persuasion; or when they are skeptical or hostile. What are some types of bad news messages?  Problems with orders: unclear orders, back orders, substitutions on orders, unfillable orders, non- conforming orders  Bad news about product or service (price hikes or recalls)  Denying cooperation (unable to release private records)  Unfavorable news about employment: performance review, rejection of job applicant, termination  Refusing credit  Refusing adjustments of complaints or claims  Declining invitations or requests for favors Let’s look at the four-part indirect pattern for negative messages, specifically delivering bad news to a company denying their bid. See Figure 7.2 Negative Message Using Indirect Pattern. Buffer Think of the buffer as a cushion—its purpose is to soften the blow. The buffer is a neutral, non-controversial statement that lessens the impact of the bad news. It should prepare the reader for disappointment and put the reader in accepting mood. What a buffer should not do is give the impression that good news will follow. A buffer that begins ―You would make an excellent employee‖ misleads the reader to expect good news. English and Business Communication Chapter 7: Patterns of Development 104 Figure 7.2 - Negative Message Using Indirect Pattern Buffer expresses appreciation and praises reader. Middle paragraph provides reasons and justifications. Bad news is implied and embedded in the middle. Closing is a positive look to the future. Thank you for your time and effort in meeting with us last week to discuss the business plans and options provided by AGBell for its cell phone customers. Our team was impressed by your company’s presentation and your knowledgeable sales staff. As we all agreed, our cell phone needs are unique. With over 250 employees sharing 150 cell phones over a three-state area, we needed a plan that would provide us with broad coverage, volume pricing on cell phones, and discounted rates on use. Of the three proposals, Premium Cell Phones was able to meet our requirements with the most cost-efficient business plan. When the two-year contract ends, we will again solicit new proposals. With the ongoing changes in technology, we will look forward to your competitive bid. The buffer should not say ―no.‖ Reading this first will cause the reader to act negatively to the rest of letter no matter how reasonable or well written. The buffer should avoid apologizing, which weakens explanation. Because apologizing sets up liability and responsibility issues, you do not need to apologize for rational business decisions. Are you really sorry you’re not going to loan money to a poor credit risk? However, if your company has erred, respond promptly and apologize good-naturedly. Because readers get impatient, avoid lengthy buffers. Remember that this is your opening paragraph so KISS—keep it short and simple. Buffer Strategies Try one of these strategies in your buffer. Agreement. Begin with a point shared by you and your reader. ―Both of us realize how competitive our industry is.‖ Appreciation. Thank your reader. ―Thank you for your time and effort in meeting with us last week to discuss the business plans and options provided by AGBell for its cell phone customers.‖ Cooperation. Express your willingness to help. ―DynaCorp can help you with your computer needs.‖ Fairness. Tell your reader that you have fairly evaluated the situation. ―DynaCorp has investigated your claim.‖ Good news. If possible, begin with something favorable. ―You will soon receive the part you ordered.‖ Praise. Offer congratulations or compliment. ―Our team was impressed by your company’s presentation and your knowledgeable sales staff.‖ Resale. Provide information about a new product or service related to the subject matter. You don’t want to go off on tangents and talk about watches when the reader is waiting for news about the washer that malfunctioned. ―Our washers use cutting-edge technology to make your life easier.‖ English and Business Communication Chapter 7: Patterns of Development 105 Understanding. Show how you understand the reader’s situation and needs. ―We understand the effort you put into this project.‖ Reasons Your next paragraph should follow the buffer naturally and give necessary explanation in objective tone. Cover any positive points first, and then move to negative. Build your case logically. Reasons in a Bad News Message Provide enough detail. The reasons should provide enough detail without giving a long, roundabout explanation. Make the reason for the refusal logically acceptable and explain why you reached the decision before explaining what the decision is. Be tactful. The reasons should focus on benefits to reader rather than the company For example, refusing credit will keep reader from overextending financially. Speak to your reader. Use facts and figures to convince readers you’re acting in their best interests or that your reasons have merit. For example, the reader’s credit rating did not meet your minimum standards. Avoid reasons that are self-serving (your profits), confidential, or too complicated. Do not apologize. Avoid hiding behind company policy or apologizing needlessly. If policy is sound, explain the rationale. Apologies are appropriate when you have made a mistake or done something wrong; if no one has done anything wrong, an apology gives the wrong impression. Be positive: Use positive tone and avoid negative words such as dissatisfied, regret, wrong, or unfortunately. These call attention to the bad news. Bad News By now, your reader should be psychologically prepared, but you still want to de-emphasize the bad news and use a positive tone. If possible, focus on what you did do rather than what you didn’t do. For example, ―We are crediting your account‖ rather than ―We do not give refunds.‖ You can be direct, but not blunt so you would avoid statements such as ―I must refuse. . .‖ Your refusal can be implied; however, don’t appear evasive. ―Another candidate meets our needs‖ is implicit. Use the conditional if or when statement, such as ―If the product had been returned within 30 days. . .‖ or ―When you receive your MBA . . .‖ Minimizing the Bad News You can de-emphasize bad news in several ways. Minimize the space or time devoted to bad news. This is not information you would graphically highlight. Do not write long statements delivering the bad news. Embed it in the middle of the paragraph. Your goal is to minimize the pain of this message. The bad news should not begin or end a paragraph since this is what the reader will more obviously see. Use passive voice (Chapter 6). Passive voice is indirect and does not emphasize the doer of the action. For example, instead of writing ―We are not giving you the contract‖ (active voice), you would write ―The contract is being given to someone else‖ (passive voice). English and Business Communication Chapter 7: Patterns of Development 106 Subordinate the bad news in a complex sentence. By placing the bad news in a dependent clause, you make the bad news less important than the information in the independent clause. For example, ―Although another candidate was hired, we appreciate your interest in our organization and wish you every success in your job search.‖ Exercise 1: Minimizing the impact of bad news. (1) Revise the following sentences to position the bad news in a subordinate clause. (2) Use passive voice to minimize the impact. 1.1 We cannot refund your purchase price, but we are sending you two coupons toward your next purchase. 1.2 We appreciate your interest in our organization. Unfortunately, we are unable to extend an employment offer to you at this time. 1.3 It is impossible for us to ship your complete order at this time. However, we are able to send the four desks now; you should receive them within five days. 1.4 You are able to increase the number of physician visits you make, but we find it necessary to increase the cost of your monthly health benefit. Positive Close Now is the time to end the pain of the central message. This is the last item the reader will remember, so try to end on an upbeat note. Your closing should be personalized to the reader, so avoid canned or trite closings that set the wrong tone. You can use the buffer strategies in a closing paragraph but do more than merely repeat the same concept. Messages that begin and end with ―Thank you‖ show a lazy mind and inconsiderate writer. Closing a Bad News Message Be positive. Propose a solution such as resale information or sales promotion or make a counterproposal, such as ―We continue to develop new products.‖ …but don’t refer to or repeat bad news. Be final. Use an upbeat close that will build goodwill and maintain good relationship between writer and reader. For example, ―Best wishes on your new position.‖ …but don’t encourage additional correspondence about this bad news. Be optimistic. Offer best wishes, if appropriate, or provide a look towards the future, such as ―With the ongoing changes in technology, we will look forward to your competitive bid.‖ …but don’t question whether you will keep reader as a customer. Be sincere. Use a professional and fair tone. ―We invite you to visit our shop.‖ …but don’t end with cliché; this will sound insincere. English and Business Communication Chapter 7: Patterns of Development 107 Be confident. Indicate your assurance. ―Our commitment to you remains strong.‖ ..But don’t apologize or express doubt. Everyone takes bad news personally and, while you cannot always take away the pain, you can minimize it. Remember your goals: • You want to convey the bad news. • You want your audience to accept it. • You want to maintain as much goodwill as possible with your audience. • You want to maintain a good image for your organization. • You want to reduce or eliminate the need for future correspondence. Realistically, you will not always achieve these goals, but you should make the effort. Keeping a customer or an employee is easier than getting a new one. Exercise 2: Choosing an organizational approach. Using the chart, identify which organizational pattern to use for the following messages: direct or indirect. Your answers may differ, so be sure you have valid reasons for using another approach. 2.1 A letter refusing a request by a charitable organization asking your restaurant chain to provide refreshments for a large reception. 2.2 A memo from the manager denying an employee’s request for computer access to the Web. Although the employee works closely with the manager on many projects, the employee’s work does not require Internet access. 2.3 An announcement to employees that a financial specialist has canceled a schedule lunchtime talk and cannot reschedule. 2.4 A letter from a bank refusing to fund a company’s overseas expansion. 2.5 A form letter from an insurance company announcing new policy requirements that many policyholders may resent. If policyholders do not indicate the plan they prefer, they may lose their insurance coverage. English and Business Communication Chapter 7: Patterns of Development 108 Persuasive Pattern To begin our discussion of the persuasive pattern, let’s define the term. Persuasion is the attempt to change an audience’s attitudes, beliefs, or actions. Some see persuasion in a negative way. People are cajoled, urged, and even tricked into accepting an idea, buying a product, or taking an unneeded action. However, ethical persuasion is influencing your readers by informing them and by aiding their understanding, which allows them the freedom to make informed choices. Ethical business people strive to persuade without manipulation: they choose words that will not be misinterpreted, they do not distort the truth, and they adopt the ―you‖ attitude to show how the reader will benefit. Three common types of persuasive messages are 1) persuasive requests for action; 2) sales and fundraising messages; and 3) claims and requests for adjustments. See Figure 7.3 Sales Message Using the Persuasive Pattern. While the content will vary, all follow a four-part persuasive pattern. Hook Your Reader. Open with an attention-getting statement. Build Interest. Frame your arguments. Interest the reader in the topic. Create a Desire to Act. Reduce resistance with an emotional appeal or logical appeal. Motivate Action. Reinforce your position. Call for action. With this four-part persuasive pattern, you can still use either a direct approach or an indirect approach. Like routine and negative messages, the approach will depend on your audience and message. How many mail solicitations do you receive in a week? Probably too many for you to bother counting. Whether delivered by direct mail or email, these marketing pieces have been prepared by professionals who have analyzed their audience and prepared their message to appeal to that particular demographic. The success rate of these persuasive messages is very low. Because so many companies are competing for their readers’ attention, time, and money, they use the four-part persuasive strategy with indirect organization to persuade you to purchase their product or service. Hook Successful opening paragraphs should be brief, targeted, and interesting. You want to ―hook‖ your readers into your message. Try to spark the audience’s curiosity, but avoid extravagant claims and irrelevant information. Begin with a compliment. Establish a positive rapport with your reader, such as ―Customers like you are why we enjoy our jobs.‖ Provide an unexpected fact. Get your reader’s attention, with a startling idea. For example, ―Over 95 percent of our donors never expect to need our services.‖ Ask a stimulating question. Engage the reader’s curiosity. For example, ―Did you know that you could save a life for just 2 cents a day?‖ English and Business Communication Chapter 7: Patterns of Development 109 Show the reader benefit. Talk to your readers and showing how this information meets their needs. For example, ―You can start earning a substantial return on your investment within three days.‖ Summarize the problem. Appeal to their logic and reason. For example, ―Donations to charity have dropped 75 percent over the last year.‖ Plea for help. Be candid and explain the situation. For example, ―We need your help.‖ Opening Paragraph of a Sales Message: The Hook! With a brief and relevant opening, a sales letter should begin with a provocative and honest statement. For example, ―Main Street Nissan is in desperate need to reduce overstocked new inventory and replenish our pre-owned inventory. As a recipient of this letter you are invited to participate in this once-in-a-lifetime sales event.‖ (The ―desperate need‖ is a candid plea for help.) Figure 7.3 - Sales Message Using the Persuasive Pattern Opening paragraph hooks reader with a plea for help. Middle paragraphs create interest with facts and figures. Provides rational and emotional appeal with direct and indirect benefits. Uses bold type and capital letters to draw attention. Motivates response with deadline. Provides ways to comply. Main Street Nissan is in desperate need to reduce overstocked new inventory and replenish our pre-owned inventory. As a recipient of this letter you are invited to participate in this once-in-a-lifetime sales event. Our need for your vehicle is essential. Main Street Nissan would like to exchange your 2005 Ford Escape for a new Nissan. We can buy your 2005 Ford Escape for up to 120% of NADA Trade-In Value. In addition, if you owe more than your car is worth, we have attached a voucher you can use to offset any negative equity you may have. No Pressure, No Hassle Guaranteed! Main Street Nissan has it all! Financing as low as 0% APR for 60 months, 1.9% APR for 72 months available, no payments until 2010. Apply rebates up to $5,000 OFF MSRP or we will cut you a check for $5,000. This may make it possible to exchange vehicles with little to no out-of-pocket expense while keeping monthly payments within your budget. Pre-approvals can be FAST & SIMPLE! This is one of the most aggressive incentive programs in our history and may not be offered again. This exclusive 120% reimbursement program is available this week only! Plus, up to $5,000 OFF MSRP on select in-stock vehicles. This is a PRIVATE OFFER at Main Street Nissan. Bring this letter with one piece of identification for admittance to the sales event. To register for this event, log-on to www.mainstreetnissan.com or feel free to call 1-866-555-1234 with any questions. Interest To build interest, relate your message to the audience’s needs. The body may require several paragraphs to build interest. Building Interest in a Sales Message Once you have gained your reader’s attention, you present the main selling points of your product or service. http://www.mainstreetnissan.com/ English and Business Communication Chapter 7: Patterns of Development 110 Use facts and figures. Prove the accuracy and merit of your request with facts, figures, expert opinion, examples, and details. For example, ―Financing as low as 0% APR for 60 months, 1.9% APR for 72 months available, no payments until 2010. Apply rebates up to $5,000 OFF MSRP or we will cut you a check for $5,000.‖ Maintain a moderate tone. Avoid sounding high-pressured, angry, or emotional. Describe problem calmly. For example, ―Our need for your vehicle is essential.‖ Suggest direct and indirect benefits for the receiver. A direct benefit is a tangible or concrete compensation; an intangible benefit is an abstract ―feel good‖ result. For example, ―In addition, if you owe more than your car is worth, we have attached a voucher you can use to offset any negative equity you may have.‖ (The voucher is a direct benefit because it is a tangible item.) Desire Once you have piqued the reader’s interest, you want to create a desire within your audience. After all, this is the purpose of the persuasive message. One of the best ways to do this is to anticipate and respond to your audience’s resistance. Creating Desire in a Sales Message Identify possible obstacles and offer counterarguments. You lessen resistance by presenting all options (pros and cons) early on. Pick holes in your own argument before your audience does. Find and present solutions in advance; back up your claims with strong and relevant evidence. Be thorough and objective. For example, ―This may make it possible to exchange vehicles with little to no out-of-pocket expense while keeping monthly payments within your budget. Pre-approvals can be FAST & SIMPLE!‖ Demonstrate your credibility by being knowledgeable. If you are believable, your readers will be less resistant. You may need to establish your expertise, refer to your credentials, or demonstrate your competence for the reader. For example, ―This is one of the most aggressive incentive programs in our history and may not be offered again.‖ Make a rational appeal. Use objective information to appeal to the reader’s reason and intellect. For example, ―We can buy your 2005 Ford Escape for up to 120% of NADA Trade-In Value.‖ Make an emotional appeal. Use information that relates to the reader’s status, ego, or sensual feelings. For example, ―This is a PRIVATE OFFER.‖ (This is an emotional appeal to the reader’s ego, which is also an intangible item and thus an indirect benefit.) Motivate Persuasive requests motivate action by specifying exactly what should be done. When you write this last paragraph, focus on your goal and use simple language. Time your message appropriately. Summarize the benefits and make action easy. Motivating Your Reader in a Sales Message The last component of your indirect persuasive pattern encourages your readers to accept your sales offer. Make it easy for the reader to comply or reply by providing complete information. To exploit a cliché, the opening paragraph is your HOOK, your middle paragraphs are your LINE, and the closing paragraph is your SINKER. English and Business Communication Chapter 7: Patterns of Development 111 Ask for specific action confidently. For example, ―Bring this letter with one piece of identification for admittance to the sales event. To register for this event, log-on to www.mainstreetnissan.com or feel free to call 1-866-555-1234 with any questions.‖ Include an end date, if appropriate. For example, ―This exclusive 120% reimbursement program is available this week only! Plus, up to $5,000 OFF MSRP on select in-stock vehicles.‖ Repeat a key benefit. ―Bring this letter with one piece of identification for admittance to the sales event. To register for this event, log-on to www.mainstreetnissan.com or feel free to call 1-866- 555-1234 with any questions.‖ Assignment 7.1: Analyzing a Persuasive Message Directions: When written well, a sales letter can be one of the best tools available for selling products and services. But writing a persuasive sales letter can be tough. Read the sample persuasive message below and analyze whether it uses the four-part persuasive pattern effectively. Assignment 7.2: Direct and Indirect Pattern Directions: For this assignment, you will write two messages. First write an e-mail to your instructor inviting him/her to speak at your civic club’s next meeting. Provide as much detail as you might need to make your message complete. Because this is a routine request, you will use the direct pattern. Next, use the indirect pattern to write a reply from your instructor declining the invitation. http://www.mainstreetnissan.com/ English and Business Communication Chapter 8: Vocabulary 112 Chapter 8: Vocabulary Objectives: After reading this chapter, you will be able to do the following:  Choose the correct word from confusing groups of words.  Build a strong vocabulary for use in business.  Learn ways to improve spelling; identify and use appropriate resources. Introduction To advance in business, you must understand the importance of vocabulary and spelling. In several studies, researchers have found that the strength of a person’s vocabulary is a predictor of income. Johnson O’Connor, who studied human learning and achievement, correlated the relationship of vocabulary to a person’s rank. Position Average Vocabulary Score (Out of 272) President /Vice President 236 Manager 168 Superintendent 140 Foreman 114 Floor Supervisor 86 Likewise, correct spelling indicates the work of a careful writer and a conscientious employee. Because you cannot rely on spellcheckers, you need to use methods to avoid embarrassing misspellings and careless typos. The good news is that you can improve your vocabulary and spelling on your own. Using a variety of resources, you can develop your own set of learning tools. First, set up your own reference library—either paper or online sources. Buy a handy dictionary to keep nearby as you write and read. Bookmark reputable online sites. (One important reminder: make sure these sites use American English. You don’t want to use British terms and spellings for your American employers and readers.) Next, work daily to improve your vocabulary and spelling. Set aside a short time each day to learn new vocabulary or sharpen your spelling skills. In this chapter, you will find a number of lists to use as reference guides. In addition, you will be provided links to helpful online sites. The tools for your business success are here. You just need to use them. Tricky Words (Usage) In your business messages, you want to use correct and precise vocabulary but sometimes words can be tricky. Here is a list of commonly misused words. As always, when in doubt, consult a reliable dictionary such as Random House College Dictionary or Merriam-Webster Online at www.merriam- webster.com/dictionary http://www.merriam-webster.com/dictionary http://www.merriam-webster.com/dictionary English and Business Communication Chapter 8: Vocabulary 113 Accept/Except: Accept is a verb that means to take or receive or to agree to. Except is a preposition that means excluding, save, or but. No one except you would accept that excuse. Advise/Advice: Advise is a verb that means to give advice, to look at, or consider; advice is a noun that means a suggestion. Don’t ask me for my advice unless you really want me to advise you. Affect/Effect: What makes this set of words tricky is that each can be used as a different part of speech with different meanings. The first definitions below are the most common—and the most frequently misused. Affect: (verb) to act on; to influence; to produce a change Effect: (noun) a result or consequence How will the new tax cut affect your take-home pay? The effect will be minimal. Affect: (noun) feeling or emotion; an expressed or observed emotional response (used in psychology) Effect: (verb) to bring about; to produce a change His depression was an affect of the medication. The new administration effected changes. Amount/Number: Use amount for quantities of things that are measured; use number for things that can be counted. Pour the right amount of oil in the car. A large number of people attended the concert. Complement/Compliment: Complement is a noun that means something that completes or makes perfect. Compliment: (verb) to praise; (noun) an expression of praise. The red wine is the perfect complement to this pasta. Give my compliments to the chef for this great meal.  Tip: Here’s how you can remember the difference. Something that complements completes. Continual/Continuous: Continual describes an ongoing action that has breaks; it is repeated again and again. Continuous means an ongoing action without interruptions or breaks. He was continually late for class. The pounding on the roof was continuous for a solid hour. Dependent/Dependant: Dependent is an adjective that means relying on another for support; dependant is a noun that names someone who relies on another. We are dependent on your generosity. Reni listed five dependants on her income tax return. English and Business Communication Chapter 8: Vocabulary 114 Disburse/Disperse: Both are verbs. Disburse means to pay out funds; disperse means to scatter, break up, or spread. The comptroller will disburse the money after the audit is complete. Security will disperse the crowd after the concert is over. Farther/Further: Both are adverbs. Farther relates to distance (think ―far‖); further means more or additional. My car goes farther on a tank of gas than your car; further, it costs less than yours. Imply/Infer: While similar in meaning (something is suggested), use these words based on who is doing and who is receiving. The writer or speaker implies; the reader or audience infers. The boss implied that we would work overtime this weekend. Rudy inferred that he would have to cancel his date. It’s/Its: It’s is a contraction for it is; its is the possessive pronoun. It’s time to leave for the day. The crowd found its way to the parking garage.  Tip: Not sure which one to use? Try putting it is in the sentence. It is time to leave for the day (yes). The crowd found it is way to the parking garage. (no!) Less/Fewer: Use less when referring to uncountable quantities; use fewer with items that can be counted. We have less time to complete this project. We completed this in fewer hours than our partners. Lie/Lay: Lie means to rest or recline. The subject of this verb rests or reclines without assistance. Lay means to place. The subject of this verb places some object and the object is usually named in the sentence. The difficulties arise with the different verb tenses: Present tense: Mark lies on the beach. Past tense: He lay on the beach yesterday. (not laid) Past participle: He has lain on the beach all summer. (not laid) Present participle: He is lying on the beach now. (not laying) Present tense: Mark will lay his towel on the sand. Past tense: Mark laid the towel on the sand. Past participle: He has laid the towel on the sand. Present participle: He is laying his town on the sand. Principal/Principle: Use principal (noun) to mean the head of a school or a capital sum of money; use principal (adjective) to mean main or primary. Principle (noun) is a rule. The principal fought for his principles.  Tip: The principal is your pal. Precede/Proceed: Both are verbs. Precede means to come before; proceed means to go on, to continue. Let me precede you through the door before we proceed with our conversation. English and Business Communication Chapter 8: Vocabulary 115 Regardless but not irregardless: The suffix –less is enough to make this word a negative. It doesn’t need a negative prefix –ir. Than/Then: Than is used to compare. Then is an adverb that refers to time. Once you admit that you’re older than me, then we can discuss rank over privilege.  Tip: When? Then! Their/There/They’re are homonyms. These are words that sound alike but are spelled differently and have different meanings. Their is the possessive pronoun. There is an adverb that tells where, or it is a word to introduce a clause. They’re is the contraction for they are. They’re interested in moving their camper over there. They are interested in moving their (not anyone else’s) camper over (Where?) there. To/Too/Two are homonyms. To can be a preposition or used to precede an infinitive; too is an adverb that means besides, also, or to an excessive degree. Two is the number. Don’t rely on a spellchecker to catch these for you. Madeline was too tired to go to the store for two tomatoes. Try to but not try and: Let me try to understand what you are saying. (Not, let me try and understand.) Need more help? Check out Common Errors in English Usage Exercise 1: Select the correct word in these sentences. 1.1 Younger (than/then) springtime you were (than/then). 1.2 Let me (compliment/complement) you on that tie; it certainly (compliments/complements) your suit. 1.3 Recent tax reform (affects/effects) everyone. They are intended to (affect/effect) a fairer distribution of taxes. The (affects/effects) have yet to be felt. 1.4 Large (amounts/numbers) of guests require a great (amount/number) of food. 1.5 The (continual/continuous) humming of the fluorescent lights gave him a headache. 1.6 In this part of the country it rains (continually, continuously) during April. 1.7 The (principal/principle) taught us the (first principal/principle) of social responsibility. 1.8 Dallas is (farther/further) north than Houston. 1.9 (It’s/its) interesting how a company develops (it’s/ its) infrastructure. 1.10 Ethically, I can (accept/except) your gifts (accept/except) those over $50. http://www.wsu.edu/~brians/errors/errors.html English and Business Communication Chapter 8: Vocabulary 116 Ain’t no such animals: Some of these are substandard constructions; some aren’t true words. Hisself, theirself, theirselves, alot, could of, would of , should of, had of , might of, most of, anyways, noways, anywheres, everywheres, nowheres, somewheres, busted (as in water pipes, not drug arrests), fixing to, had ought, couldn’t hardly, irregardless, this here, these here, that there, them there, use to (should be used to) didn’t see no, couldn’t have none, could have cared less (This means you could care less; use couldn’t care less), don’t want no, might could… Building a Vocabulary General Resources Even with the hundreds of thousands of words in the English language, people tend to have a working vocabulary of only 3,000 words. While this may be sufficient in your everyday conversations, you may find yourself limited in your written and oral business communication. Whether you are a native or non-native speaker of English, you want to use words precisely and effectively. The Vocabulary of Vocabulary Understanding the language of vocabulary first will help you form a strong foundation in the concepts of language development. Review these terms and note their distinctions. Antonyms: These are words that are opposite in meaning, as in up and down, accept and reject. Colloquialism: Similar to vernacular, a colloquialism is an informal word or phrase used by a particular group. Using contractions, for example, would be colloquial. Etymology: The history of a word is called its etymology. Knowing the origins of a word can be very helpful in your vocabulary study. For example, in studying the word conscience, you learn that the root word conscientia is from the Latin meaning to know. When you come across the word conscientiously, you have an idea what the word might mean: to do something knowingly or with awareness. Homonyms: These are words that sound alike, are spelled differently, and have different meanings, such as they’re, there, and their. Jargon: Jargon is a vocabulary used by a particular group. If you are writing or talking to a member of that group, then using jargon is appropriate. However, if you are communicating outside that group, use words or phrases that are more easily understood. Accountants may understand what a P&L statement is, but others need to be told about a profit and loss statement. Neologism: A neologism is a new word or phrase added to the vocabulary. Recent neologisms include twitter, blogosphere, and webinar. Technology and popular culture are two of the many driving forces that refresh our language. Slang: Often used in a negative sense, slang is considered substandard language. While used and understood in everyday language, slang should be avoided in business communication. You don’t want to dis anyone in a company e-mail for wearing bling to the office. Synonyms: These are words that are similar in meaning, such as retreat, withdraw, or recoil. Like the unicorn, these don’t exist. English and Business Communication Chapter 8: Vocabulary 117 Vernacular: The language of a particular group of region in everyday conversation is called the vernacular. For example, what do you call a carbonated beverage? People in the Midwest use the term pop, people in the Northeast use the term soda, and people in the South use the term Coke. Developing Vocabulary Skills To understand the meanings of words, you can learn how words are formed. The root of a word is its base form and here is where the core meaning is. To that root, you can add prefixes or suffix and alter the meaning of the root. A prefix is a syllable added to the beginning of the word; a suffix is a syllable added to the end of a word. On the following pages, you will find lists of common root words, prefixes, and suffixes (see Figures 8.1, 8.2, and 8.3). Knowing these will help you figure out meanings for new words. For example, let’s look at the word immutable. Prefix: im means not Root: mut means change Suffix: able means capable of Immutable means not capable of changing. Exercise 2: Using the lists of roots, prefixes, and suffixes, determine the meanings of these words. 2.1 benefactor 2.2 neologism 2.3 expel 2.4 unverifiable Here are some tips to develop your vocabulary.  Keep a journal. Whether you use a computer or a pen and paper, make note of words that are unfamiliar to you. Did someone use a word that you didn’t know? Were you reading something and came across an unfamiliar word? Note their definitions and the way they are used. Write your own sentence.  Learn a word a day. Several online dictionaries will send you a ―Word for the Day‖ in a variety of ways: e-mail, phone apps, Twitter, Facebook, text messages. ) Or you can make this part of your daily online routine. Bookmark these sites for easy reference.  Use a dictionary or a thesaurus. Keep a college dictionary or a thesaurus as handy desk references. Look up those words and try to use them in your conversation that day.  Play word games. You can play a number of games—with or without a partner—to develop your vocabulary and improve your spelling. These include crossword puzzles, Boggle, Hangman, Scrabble, or Jumble. Click on the picture to the right to explore a variety of games that focus on words. English and Business Communication Chapter 8: Vocabulary 118 Figure 8.1 – Common Root Words ROOTS MEANING WORD ann, enni year anniversary, annual, biennial, perennial aud sound auditorium, audible, audiologist, audiotape bio- life biography, autobiography, biology, antibiotic cap take, seize capture, captivate, capacity ced yield, go recede, secede, proceed, intercede, concession chron- time chronicle, chronology, synchronize cogn know recognize, cognitive, incognito corp body corporation, corpus, corpse, corporal cred believe credible, credulous, credibility, credit, credo demo- people demography, democracy, epidemic dic speak, say dictate, predict, diction, indict duc, duct lead induce, deduce, seduction, conduct, abduct equ equal equal, equity, equanimity, equate, equidistant fac make, do manufacture, factory, benefactor grad, gress step gradual, progression, transgression ject throw inject, reject, subject, projection jud judge judicial, judge, adjudicate liter letter literature, illiterate, literal loc place local, location log word monologue, epilogue luc light lucid, elucidate magn large magnify, magnate, magnificent man hand manufacture, manual, manuscript min small minority, minuscule, minute mit, miss send permit, submission, mission, emit, mob, mot, mov move mobile, automobile, motion, promote, movie mon warn premonition, admonition mut change mutant, mutability, mutate nomen /nomin name nominal, nominate, nomenclature nov new novel, renovate, innovation, novella nym, onym word, name synonym, acronym, anonymous, pseudonym path feeling, suffering sympathy, apathy, empathy, telepathy pel, puls push pulsate, repulsive, impulse, compel, propel pend hang, weigh pendulum, pendant, suspend, pending phon-, phono- sound, voice telephone, euphony, cacophony, phonograph port carry portable, transport, portage, report, quer, quis ask query, inquisition, scent, scend climb ascend, ascent sens, sent feel, be aware sensible, sentient sequ, secu follow sequence, sequel, consecutive simil same similar, assimilate, simile, facsimile (fax) son sound sonar, resonate, unison spec, spic look, see spectacles, spectator, inauspicious, prospect tang, tact touch tactile, tangible temp time temporary, temporize ten, tent hold tentative, tenable, tenuous ven, vent come, go intervene, convene, contravene ver truth veracity, verify, verity vit life vital, revitalize, vitamin voc call revoke, invocation, vocal, evocative English and Business Communication Chapter 8: Vocabulary 119 Figure 8.2 - Common Prefixes Prefix Meaning Examples a-, an- not, without amoral, anesthetic, apolitical, asocial ab- away from abduction, abstain, abnormal ad- to, toward adjoin, adjacent (lying near to) ana- up, back, again analogy, anatomy, anagram anti- against antipathy, antiwar, antisocial apo- from, away from apology, apologize auto- self autobiography, automobile, autocracy, automaton bene- good benediction, benevolent, benefactor cata-, cat- down, against catastrophe--a turning down circum- around circumlocution circumference, circumvent com- with, together communal, community con- with, together connect, confide conspire contra- against contradict, contravene de- down, away descend, deject (cast down) dis- apart, not disengage, discord, discomfort dys- ill, difficult, bad dysfunctional, dysentery e- out of, from elect (choose out of), eject (throw out) en-, em- in empathy--feeling in endo- within, inside endoscope--instrument for observing inside epi- upon epitaph epidermis, epicenter ex- out of, from exhume, exhale, exodus hyper- over hypertension, hypersensitive, hyperactivity hypo- under hypotension, hypodermic il- not illegitimate, illicit, illegal, illegible im- not imperfect, impolite, impossible im- into imbibe (drink in, take in) in- not indiscreet, invisible in- into incorporate (take into the body) inter- between intervene (come between), interstate intra- within intrastate, intramural ir- not irregular, irrational, irredeemable mal, male- bad, evil malediction malevolent, malnutrition micro- small microscope, microcosm, microeconomics mono- one, single monologue, monotheism, monarchy, monogamy neo- new, recent neologism, neo-liberal, neonatology. neolithic ob- against object, obstruct (build against) per- through percolate (flow through) perforate (punch through) post- after postgraduate, posthumous postpone pre- before precede, predict (tell before) pro- for, forward promote, project pros- toward, in front prospect—view in front, something coming up proto- first prototype, protoplasm, protobiology pseudo false pseudonym, pseudoscience re- again, back repeat, recede, regress (step back) retro- back retrogression, retroactive sub- under submarine, subject, subhuman subterranean sur-, super- over, above superhuman, superego, superintend, surpass syn-, sym-, syl-, sys- with, together symphony, synonym, system, syllable tele- distant, far off telephone, telepathy, television, telegram un- not Unable, unwilling English and Business Communication Chapter 8: Vocabulary 120 Figure 8.3 - Common Suffixes Suffix Definition Example -able, -ible capable of portable, legible -cide kill(ing) patricide, infanticide, herbicide. suicide -ectomy cutting appendectomy, splenectomy -ia, -y act, state amnesia, mania, democracy, anarchy -ic, -tic, -ical, -ac having to do with anthropomorphic, dramatic, biblical, cardiac -ics things having to do with optics, physics -isk, -iscus small asterisk--a little star -ism the belief in; the act of pacifism, terrorism, socialism, communism -ist one who believes in pacifist, terrorist, socialist, communist -ite one connected with meteorite, polite, cosmopolite -logy study field of biology, geology, etymology, cardiology -oid resembling, like-shaped asteroid, spheroid -or, -er one who takes part in doctor, actor, teacher, driver -phobia exaggerated fear photophobia, claustrophobia, agoraphobia -ous full of ludicrous, nauseous -sis act, state, condition of analysis Business Terminology The Washington Post Business Glossary provides an alphabetical index of 1,250 business words and phrases and their definitions, beginning with abnormal returns and ending with zoning. Although some of these are jargon, such as in-the-money, you will find this a handy reference. Business Dictionary.com at www.businessdictionary.com lists over 20,000 terms which can be accessed by subject area or through a search term box. Knowing these business terms will help you avoid a malapropos, which is a verbal blunder in which one word is replaced by another similar in sound but different in meaning. This word gets its name from a character named Mrs. Malaprop in the play The Rivals (1775) by Richard Sheridan. Thinking of the geography of contiguous countries, she spoke of the ―geometry‖ of ―contagious countries.‖ Meaning the ―pinnacle of perfection,‖ she describes someone as ―the pineapple of perfection.‖ You don’t want to say ―I must consecrate‖ when you mean ―I must concentrate.‖ Ultimate Vocabulary: Watch these 5 to 7-minute videos to improve your vocabulary. Improving Spelling Why is the English language so complex? From the time of Old English in the mid-5 th century, words have entered our vocabulary from different countries and cultures. Major historical, social, and technological events change the way we speak, the way we write, and even the way we spell. As a result, spelling rules are very complex and have many exceptions. http://www.washingtonpost.com/wp-srv/business/longterm/glossary/ http://www.businessdictionary.com/ http://www.youtube.com/watch?v=SQeEoGbtyQo&feature=related English and Business Communication Chapter 8: Vocabulary 121 General Guidelines Whether you consider yourself a good or bad speller, you must take time to proofread your documents carefully to avoid embarrassing typos and misspellings. Learning spelling rules will help so here are some general guidelines you can use to improve your spelling. Guidelines 1. If a word ends with a silent "e," drop the "e" before adding a suffix which begins with a vowel (-ing, -- able). shake + ing = shaking explore + ing = exploring use + able + usable 2. Do not drop the ―e‖ when the suffix begins with a consonant. state + ment = statement peace + ful = peaceful 3. When a word ends in ―y‖ and the ―y‖ is preceded by a consonant, change the ―y‖ to ―i‖ before adding the suffix. beauty + ful = beautiful marry + ed = married …except when the suffix begins with ―i‖ crony + ism = cronyism baby + ish = babyish 4. When a one-syllable word ends in a consonant preceded by a vowel, double the final consonant before adding the suffix. mop + ed = mopped sad + er = sadder 5. When a multi-syllable word ends in a consonant preceded by a vowel, and the final syllable is accented, double the final consonant. begin + ing = beginning forget + able = forgettable … but when the final syllable is not accented, do not double the consonant. accent +ed = accented garden + er = gardener 6. Write "i" before "e" except after "c," or when sounding like "a" as in "neighbor" and "weigh." When the "ie/ei" combination is not pronounced "ee," it is usually spelled "ei." fiery, friend, mischief, view, believe reign, foreign, weigh, neighbor, weird, receive … with lots of exceptions codeine, conscience, deify, deity, either, feisty, foreign, forfeit, heifer, heigh-ho, height, heinous, heist, leitmotiv, neither, peignoir, prescient, science, seine, seismic, seize, sheik, society, sovereign, surfeit, weird For guidelines on forming plural nouns, see Chapter 2. English and Business Communication Chapter 8: Vocabulary 122 Exercise 3: Spell these words correctly. 3.1 snake + ed 3.2 got + en 3.3 fly + ing 3.4 fancy + ful 3.5 pry + ed 3.6 base + ment 3.7 home + ward 3.8 forget + able 3.9 worship + er 3.10 courage + ous Here are some tips to improve your spelling.  Keep a journal. Whether you use a computer or a pen and paper, make note of words that you commonly misspell. Even experienced English teachers have words that plague them. (It’s been said that the longer one teaches the worse one’s spelling gets!)  Review phonics. If you understand the basics of letter sound and word formation, you can steadily improve your spelling skills. The website Reading from Scratch at http://www.dyslexia.org/spelling_rules.shtml provides a brief review of the basics.  Develop your own tips and tricks. Children in the 1950s learned to spell encyclopedia by listening to Jiminy Cricket on the Mickey Mouse Show. Develop your own memory tricks. For example, to remember the difference between desert (a dry arid place) and dessert (a sweet after-dinner treat), you might think ―I would like a second dessert‖ and add the second –s. Or you might remember that because a desert is dry, it has only one –s. Spellcheckers can be your first line of defense against spelling errors and typos, but they are not infallible. They won’t catch homonym errors, such as distinguishing for, four, or fore. Another option is to print your document and proof the hard copy. Seeing what you have written in a different format may help you spot problems. Find someone whose spelling you trust and ask their help. A second or third set of eyes can find that hidden misspelling. Gallagher - Messing With Your Mind http://www.dyslexia.org/spelling_rules.shtml http://www.dyslexia.org/spelling_rules.shtml http://www.youtube.com/watch?v=cy2jWJtO3lE http://www.youtube.com/watch?v=uWN9rTc08GU&feature=PlayList&p=824B34663E29FCF5&playnext=1&playnext_from=PL&index=1 English and Business Communication Chapter 8: Vocabulary 123 Commonly Misspelled Words in Business Below is a list of 50 commonly misspelled words in English. Breaking words into syllables will help you remember how to spell these words. 1. A lot: There is no such single word as alot. It is two words. 2. Absence: ab-sence 3. Accessible: ac– ces-si-ble 4. Accommodate: ac-com-mo-date 5. Accumulate: ac-cum-u-late 6. Acknowledgment: ac-knowl-edg-ment The problem is the root word acknowledge has an –e on the end. 7. Analyze: an-a-lyze Note the -z 8. Argument: ar-gu-ment Drop the –e from argue 9. Assistant: as-sist-ant 10. Bankruptcy: bank-rupt-cy Don’t forget that semi-silent –t. 11. Believable: be-live-able Drop the –e from believe. 12. Calendar: cal-en-dar Think date on a calendar. 13. Commitment: com-mit-ment 14. Competitor: com-pet-i-tor 15. Congratulation: con-grat-u-la-tion Frequently misspelled congradulation. 16. Consensus: con-sen-sus 17. Convenient: con-ven-ient 18. Definitely: def-in-nite-ly 19. Embarrass: em-bar-rass 20. Exaggerate: ex-ag-ger-ate 21. Existence: ex-is-tence 22. Forty: for-ty Drop the -u from four. 23. Grievous: griev-ous 24. Harass: ha-rass 25. Illegible: il-leg-i-ble 26. Inadvertent: in-ad-ver-tent 27. Indispensable: in-dis-pens-able 28. Irresistible: ir-re-sist-ible 29. Liaison: li-ai-son Think i a i 30. License: li-cense 31. Maintenance: main-ten-ance 32. Minimum: min-i-mum Think mini mum 33. Necessary: nec-es-sary 34. Negotiable: ne-go-tia-ble 35. Occasion: oc-ca-sion 36. Occurrence: oc-cur-rence 37. Permanent: per-ma-nent 38. Perseverance: per-se-ver-ance 39. Preferred: pre-ferred 40. Prerogative: pre-rog-a-tive 41. Privilege: priv-i-lege 42. Pronunciation: pro-nun-ci-a-tion 43. Questionnaire: ques-tion-naire 44. Receive: re-ceive Think ―i before e, expect after c…‖ 45. Repetition: rep-e-ti-tion 46. Seize: seize Don’t think ―i before e, expect after c…‖ 47. Separate: sep-a-rate Think ―There’s a rat in separate. 48. Supersede: su-per-sede 49. Surprise: sur-prise 50. Unanimous: unan-i-mous Dictionary Resources You have a wide variety of resources from which to choose. Find one that is credible and useful for your purposes. In addition to the traditional print and online dictionaries, here are a few unique dictionaries.  Merriam-Webster Online at http://www.merriam-webster.com/ is a free online dictionary, with a thesaurus, Spanish-English and medical dictionaries, audio pronunciations, Word of the Day, word games, and many more high-quality resources.  Merriam-Webster Visual Dictionary at http://visual.merriam-webster.com provides over 6,000 images in 15 major categories. http://www.merriam-webster.com/ http://visual.merriam-webster.com/ English and Business Communication Chapter 8: Vocabulary 124  The Oxford English Dictionary at www.oed.com is a comprehensive dictionary of the English language. With extensive definitions, detailed etymologies, and pronunciation of over 500,000 words, it is a highly respected source. If you’re not interested in the 20-volume print edition for $995 (whew!), check out the online site for authoritative information. Thesaurus No, a thesaurus is not a prehistoric animal. It is a list of synonyms and antonyms—and a valuable resource for all writers. Whether you buy a hard copy or use electronic versions, a thesaurus will help you find just the right word to convey precise meanings. Here is a list of titles that you should check out.  Thesaurus.com at www.thesaurus.com from Ask.com includes word puzzles, translators, and resources for Spanish.  Visual Thesaurus at http://www.visualthesaurus.com/ by Think Map is an online source with over 145,000 word designed for people who are visual learners. Before you subscribe, watch the free tutorial to see if this is right for you.  Roget’s Thesaurus at http://machaut.uchicago.edu/rogets is the granddaddy of all dictionaries of synonyms and antonyms. Enter your word in the Quick Lookup box and find a wealth of information. Assignment 8.1: Begin Your Word Journal Directions: Create a journal to improve your vocabulary and spelling. First, buy a small journal or notebook or begin a new file on your computer. To begin your vocabulary list, go through this chapter and make a list of words that might be unclear to you. Look up their definitions and write their meanings. Write a sentence using that word. Repeat this exercise to begin your spelling list. Then review past assignments and note the words you have misspelled. Take the Online Spelling Test at http://www.businesswriting.com/tests/commonmisspelled.html and record any words that you misspell. Work on these lists at least five to ten minutes each day. You’ll be pleased at how easily and quickly you can improve your vocabulary and spelling. Two trucks loaded with thousands of copies of Roget's Thesaurus collided as they left a New York publishing house last Thursday, according to the Associated Press. Witnesses were aghast, amazed, astonished, astounded, bemused, benumbed, bewildered, confounded, confused, dazed, dazzled, disconcerted, disoriented, dumbstruck, electrified, flabbergasted, horrified, immobilized, incredulous, nonplussed, overwhelmed, paralyzed, perplexed, scared, shocked, startled, stunned, stupefied, surprised, taken aback, traumatized, upset. . . . — Joke circulated on the Internet http://www.oed.com/ http://www.thesaurus.com/ http://www.visualthesaurus.com/ http://machaut.uchicago.edu/rogets http://www.businesswriting.com/tests/commonmisspelled.html English and Business Communication Chapter 8: Vocabulary 125 Assignment 8.2: Spellchecker Poem Directions: Read the poem below, "Candidate for a Pullet Surprise" by Jerrold H. Zar, Northern Illinois University and rewrite it correcting the spelling. I have a spelling checker, It came with my PC. It plane lee marks four my revue Miss steaks aye can knot sea. Eye ran this poem threw it, Your sure reel glad two no. Its vary polished in it's weigh. My checker tolled me sew. A checker is a bless sing, It freeze yew lodes of thyme. It helps me right awl stiles two reed, And aides me when eye rime. Each frays come posed up on my screen Eye trussed too bee a joule. The checker pours o'er every word To cheque sum spelling rule. Bee fore a veiling checker's Hour spelling mite decline, And if we're lacks oar have a laps, We wood bee maid too wine. Butt now bee cause my spelling Is checked with such grate flare, Their are know fault's with in my cite, Of nun eye am a wear. Now spelling does knot phase me, It does knot bring a tier. My pay purrs awl due glad den With wrapped word's fare as hear. To rite with care is quite a feet Of witch won should bee proud, And wee mussed dew the best wee can, Sew flaw's are knot aloud. Sow ewe can sea why aye dew prays Such soft wear four pea seas, And why eye brake in two averse Buy righting want too pleas. http://www.bios.niu.edu/zar/poem.html English and Business Communication Chapter 9: Communicating Around the World 126 More and more U.S. companies are farming out jobs done over the phone, such as help lines and information services, to India. (Photo: CBS) Out of India: 60 Minutes Chapter 9: Communicating Around the World Objectives: After reading this chapter, you will be able to do the following:  Define and recognize cultures and subcultures.  Identify four ways culture can affect communication: context, ethics, social, and nonverbal.  Use strategies to write and speak across cultures. Introduction If we have misunderstandings communicating within our own culture, imagine the difficulties we have communicating with other cultures. Because of market globalization and a multicultural workplace, business communication has become more complex. What is intercultural communication? It’s the process of sending and receiving messages between people whose cultural background leads them to interpret verbal and nonverbal signs differently. Two trends contributing to the rapidly increasing importance of intercultural communication in the workplace are market globalization and the multicultural workforce. Market globalization is the driving force in business today. Because of the ease and reduced costs of travel and communication, the world has gotten smaller. Technologies such as Skype, video conferencing, and virtual meetings enable teams from over the world to work on projects and share information without leaving their desks. At the same time, advanced technologies enable companies to produce their goods and offshore their services to foreign locations with low-cost labor. The U.S. workforce is marked by cultural diversity composed of new arrivals from Europe, Canada, Latin America, India, Africa, and Asia as well as people from various ethnic backgrounds, such as African Americans, Hispanic Americans, and Asian Americans. Each of these groups brings a different language and culture to the workplace. Exercise 1: Let’s test your diversity knowledge. 1. By 2050, what percent of the U.S. population will be made up of Asians, Hispanics, African- Americans, and other nonwhite groups? a. 47 percent c. 67 percent b. 57 percent d. 77 percent 2. What percent of the total U.S. population speaks a language other than English at home? a. 4 percent c. 24 percent b. 14 percent d. 34 percent 3. By the year 2050, what percent of the workforce will be 55 years of age or older? a. 20 percent c. 40 percent b. 30 percent d. 50 percent http://www.cbsnews.com/stories/2003/12/23/60minutes/main590004.shtml English and Business Communication Chapter 9: Communicating Around the World 127 Obviously, as American workplaces increase in diversity, you realize that each cultural group has unique communication styles. As business professionals, you will want to understand your co-workers, but even more so, you will likely be communicating with an international audience as well. How can you effectively communicate across cultures? Culture and Subculture Culture is a shared system of symbols, beliefs, attitudes, values, expectations, and norms for behavior. You belong to several cultures. The most obvious is the culture you share with all the people who live in your own country. In addition, you also belong to other cultural groups, including an ethnic group, probably a religious group, a social group and perhaps a profession that has its own special language and customs. All members of a culture have similar assumptions about how people should think, behave, and communicate. Cultures differ widely from group to group. Distinct groups that exist within a major culture are referred to as subcultures. Groups that might be considered subcultures in the United States are Mexican Americans, Mormons, wrestling fans, Russian immigrants, disabled persons, and Harvard graduates. For example, Hispanic is a culture and its subcultures would include Mexican, Central American, South American, Spanish, Puerto Rican, and Cuban. Ethnicity and Race Often these two terms are used interchangeably but understanding the differences can be helpful. Ethnicity is defined as the ethnic traits, background, allegiance or association; race is a group of people related by common descent or heredity. For example, a Caucasian could include someone of Polish, Irish, English, or Australian ethnicity. A Negro could include someone of Kenyan, Nigerian, Jamaican, or Afro-American ethnicity. For 2010 census information, the U.S. government will list 15 racial categories and respondents may mark more than one box. 1. White 2. Black, African American, or Negro 3. American Indian or Alaska Native 4. Asian Indian 5. Chinese 6. Filipino 7. Japanese 8. Korean 9. Vietnamese 10. Native Hawaiian 11. Guamanian or Chamorro 12. Samoan 13. Other Pacific Islander (i.e., Fijian, Tongan) 14. Other Asian (i.e., Hmong, Laotian, Thai, Pakistani, Cambodian) 15. Some other race Proving our diversity, the United States is estimated to have more than 150 ethnic groups. In comparison, China officially recognizes 56 ethnic groups although other groups do exist. Some countries are more homogeneous. Egypt, for example, lists 99.6 percent of its population as Egyptian with only 0.4 percent of its population belong to a minor ethnic group. What does this mean to you? As business communicators, you need to know your audience’s demographics and psychographics. Understanding how your message will be received by a person from a different culture will help you plan and write more effectively. English and Business Communication Chapter 9: Communicating Around the World 128 Corporate Culture Any time a group of people share a purpose, they share a culture, so this idea of culture extends into the workplace. When you work for a company, you share its values, beliefs, and behaviors. Some companies formalize their values by publishing mission or vision statements. They establish their goals and explain how they plan to reach them. Others may not be so organized. The corporate culture can guide how you work, how you dress, and how you behave. It affects promotions, raises, the way you work, and the way your work is valued. This surface layer is visible and can even vary from department to department within a company. For example, an IT department may have a looser culture–people work variable hours, dress casually, and receive an established wage; on the other hand, employees in the marketing department work a set schedule, dress more formally because they meet customers, and are paid by commission. Southwest Airlines boasts about its corporate culture on its website; it believes in putting its employees first. In that way a happy employee will provide happy customers and happy customers will return to Southwest Airlines. Other companies may not be as relaxed as Southwest but successful companies will have a clear idea of their goals and will establish a culture to help reach those goals. Ethnocentrism We tend to judge others by our own behaviors and customs; this is called ethnocentric. When we compare ourselves to other cultures, we too often decide that we are better. This narrow view can restrict our ability to communicate with others. To counter this, we must work to keep an open mind and recognize that we might misinterpret the words and actions of another just as we might be misunderstood. Another challenge is our tendency to stereotype people from different cultures. Stereotyping occurs when we expect or predict people will behave in a certain way because of their group or class. Not every lawyer is wealthy; not every Asian student is brilliant in math. These stereotypes are often based on limited or inaccurate evidence. As business communicators in a global economy, we should work to acknowledge distinctions. By accepting the idea that there is more than one way to behave or think, we can avoid inaccurate assumptions and hasty judgments. Think for a minute about how others might view Americans. http://www.southwest.com/careers/culture.html English and Business Communication Chapter 9: Communicating Around the World 129 Cultural Differences Cultural differences can have an impact on communication. When you write to or speak with someone from another culture, you send your message using the assumptions of your own culture. However, your audience decodes that message according to the assumptions of their culture, so your meaning may be misunderstood. Naturally, if the two cultures have large differences, then there is a greater chance for misunderstanding. Every time you communicate, you do so within a context. Context includes physical cues (body language), the environment (physical space), and implicit levels of understanding. You can communicate more effectively in a global world when you understand the four main types of cultural differences: contextual, ethical, social, and nonverbal. Low and High Context Is the United States a low-context or high-context culture? In a high-context culture, people rely more on nonverbal communication and the environment to convey meaning. This includes Asian cultures, such as Korea, China, or Taiwan. In a low-context culture, people rely more on verbal communication and less on contextual cues. This includes many European countries, such as Germany and Switzerland. Exercise 2: Click on this link Low- and High-context Cultures or copy and paste this URL into your browser: http://www.youtube.com/watch?v=8tIUilYX56E. Watch this video and then place countries on this continuum by identifying whether they are high or low-context cultures. LOW CONTEXT HIGH CONTEXT To determine the context of our culture, review these distinctions. Decision-Making Practices In lower-context cultures, businesspeople try to reach decisions quickly and efficiently. They work toward agreeing on the main points and let others work out the details. You can see how this style might backfire in higher-context cultures because their executives assume that anyone who ignores the details is untrustworthy. Problem-Solving Techniques Cultures differ in their tolerance for disagreement when solving problems. Low-context businesspeople typically enjoy confrontation and debate, but high-context businesspersons avoid conflict. Negotiating Styles Members of low-context cultures see their negotiating goals in economic terms, but high-context negotiators work to establish and maintain long-term relationships first. So, is the United States a high- or low-context culture? Based on the definitions above, the United States culture is low-context. Americans work quickly and decisively with an eye on the bottom line. http://www.youtube.com/watch?v=8tIUilYX56E English and Business Communication Chapter 9: Communicating Around the World 130 Communication Styles There are other differences as well. In Chapter 1, you learned that written communication is contractually binding. We rely on the written word and prefer direct communication. For example, restaurants put written warnings on cups that say ―This coffee is hot.‖ Manufacturers write ―This plastic bag is not a toy.‖ While some might say that these warnings should be obvious, our culture expects these messages to be in writing. Have you ever said to someone ―Don’t put that in writing‖? Or have you ever said the opposite, ―You’d better put that in writing.‖ Once something is committed to paper, we depend on it. Individualism vs. Collectivism Another characteristic of our low-context culture is that we value individualism. Our national philosophy is that everyone is created equal; everyone has the same rights. Anyone can grow up and become president. While other cultures value the group and work collaboratively, Americans need to be taught how to work effectively in groups. Many would rather struggle alone than rely on others. Corporations spend time and money teaching their employees how to work together. Jack Welch, longtime CEO for General Electric, introduced the Six Sigma program as part of the company’s mission to make the company more profitable. While Americans value individualism and personal responsibility, other cultures emphasize group and team-oriented values. Culturally Speaking: Individualism-Collectivism Ethical and Legal Differences Cultural context also influences legal and ethical behavior. For example, because low-context cultures value the written word, written agreements are binding. High-context cultures put less emphasis on the written word and consider personal pledges more important than contracts. They also tend to view law with flexibility; low-context cultures value the letter of the law. In Kenya, for example, companies might provide a small gift to government officials to receive something in return. What is a common practice in Kenya would be illegal in other countries. As you conduct business around the world, you’ll find that legal systems differ from culture to culture. These differences can be particularly important if your firm must communicate about a legal dispute in another country. So what do American companies do in these countries? They follow the rules of the United States. If it is illegal here to offer a bribe to a government official, then it is unethical and illegal for an American company to offer bribes in another country. Authors John Thill and Courtland Boveé provide four suggestions for making ethical decisions.  Seek common ground. If you are uncomfortable with an ethical or legal issue, try to reach an agreement that both parties can live with.  Withhold judgment. Avoid ethnocentrism and recognize that values differ from one culture to another.  Send honest messages. Be sure that your messages are clear and truthful. Recognize your biases and work to overcome them.  Respect cultural differences. While you may not share these values, you can respect the rights of others. Cross Cultural Communication file:///C:/Users/Cuchens/Documents/PWR/ACoT/Final/Chapters/Culturally%20Speaking:%20Individualism-Collectivism http://www.youtube.com/watch?v=BrJTf97Ev8o English and Business Communication Chapter 9: Communicating Around the World 131 Social Expectations People from the United States may not realize that other cultures do not share the same manner of social behavior. While formal rules, such as table manners, are taught and easier to recognize, the informal rules are harder to identify and are often learned through observation. For example, when you are late to an event, you tend to stay in the back of the room. Knowing some of the social cultural differences will prevent embarrassment and miscommunication. Materialism: The predominant U.S. view is that money solves many problems. People often think that material comfort is a sign of superiority; people who work hard are better than those who don’t work hard. However, many societies condemn materialism, and some prize a more carefree lifestyle. Figure 9.1 shows the annual working hours for 2004. Workers in Korea, Poland, and Mexico worked significantly more hours than workers in the Netherlands, Sweden, and Norway. American workers averaged 1,777 hours per year. While not the hardest working country, the United States is in the top ten. Figure 9.1 - 2004 Annual Working Hours Roles: Culture dictates the roles people play, including who communicates with whom, what they communicate, and in what way. Think about roles of women in the United States. How might women’s roles be different in Asian or Middle Eastern cultures? English and Business Communication Chapter 9: Communicating Around the World 132 Status: Culture also dictates how people show respect and signify rank. This includes gestures such as bowing or shaking hands. People in the United States address managers by their courtesy title, Mrs. Cuchens, Dr. Rice. In China, people address their managers by their official titles, President, Manager. Manners: What is polite in one culture may be considered rude in another. Therefore, the concept of good manners varies widely from culture to culture. In Germany, giving a red rose to a woman is a romantic invitation; in a business situation, this would send the wrong message. In Arab countries, you do not present a gift to a man’s wife, but you can take gifts to his children. Time: Conducting business entails schedules, deadlines, and appointments, but these matters are regarded differently from culture to culture. Americans consider time a precious commodity: time = money. Time means productivity and efficiency. Other cultures such as Latin America may view time as unlimited and never ending. Asians value punctuality, but they need time for deliberation and contemplation. Nonverbal Differences Nonverbal communication is a reliable way to determine meaning, but that reliability is valid only when the communicators belong to the same culture. The simplest hand gestures change meaning across cultures, so interpreting nonverbal elements according to your own culture can be dangerous. Personal Space Consider the concept of personal space. People in Canada and the United States usually stand about five feet apart during a business conversation. However, this distance is uncomfortably close for people from Germany or Japan and uncomfortably far for Arabs and Latin Americans. What is your comfort zone? Intimate: 0 to 1½ ft—reserved for members of the family, loved ones. Personal: 1½ to 4 ft—for talking to friends privately. The outer limit enables you to keep someone at arm’s length. Social: 4 to 12 ft—For acquaintances, fellow workers, strangers. Close enough for eye contact yet far enough for comfort. Public: 12 ft and over—for use in the classroom and speeches before groups. Personal Space Etiquette Foreign Etiquette Tips The following advice by Sue Fox, author of Business Etiquette for Dummies, may help business travelers avoid an embarrassing gaffe abroad. Argentina: It is rude to ask people what they do for a living. Wait until they offer the information. China: As in most Asian cultures, avoid waving or pointing chopsticks, putting them vertically in a rice bowl or tapping them on the bowl. These actions are considered extremely rude. Dominican Republic: When speaking to someone, failure to maintain good eye contact may be interpreted as losing interest in the conversation. France: Always remain calm, polite and courteous during business meetings. Never appear overly friendly, because this could be construed as suspicious. Never ask personal questions. Greece: If you need to signal a taxi, holding up five fingers is considered an offensive gesture if the palm faces outward. Face your palm inward with closed fingers. Egypt: Showing the sole of your foot or crossing your legs when sitting is an insult. Never use the thumbs-up sign, because it is considered an obscene gesture. India: Avoid giving gifts made from leather, because many Hindus are vegetarian and consider cows sacred. Keep this in mind when taking Indian clients to restaurants. Don't wink, because it is seen as a sexual gesture. Japan: Never write on a business card or shove the card into your back pocket when you are with the giver. This is considered disrespectful. Hold the card with both hands and read it carefully. It's considered polite to make frequent apologies in general conversation. Philippines: Never refer to a female hosting an event as the "hostess," which translates to prostitute. Vietnam: Shake hands only with someone of the same sex who initiates it. Physical contact between men and women in public is frowned upon. http://www.youtube.com/watch?v=_s39BrB9oLQ English and Business Communication Chapter 9: Communicating Around the World 133 Body Language Gestures help members of a culture clarify confusing messages, but differences in body language can be a major source of misunderstanding during intercultural communication. Don’t assume that someone from another culture who speaks your language has mastered your culture’s body language. People from different cultures may misread an intentional nonverbal signal, overlook the signal entirely, or assume that a meaningless gesture is significant. Recognizing cultural differences helps you avoid sending inappropriate signals and helps you correctly interpret the signals from others—an important step toward improving intercultural sensitivity. Forming a circle with a thumb and forefinger:  In the U.S., this means everything’s okay.  In Germany and parts of South America, it’s an obscene reference. Tapping the nose:  In England and Scotland: you and I are in on a secret.  In Wales: you’re really nosy Saying no:  Americans and Canadians shake their heads left to right.  Bulgarians shake their heads up and down  The Japanese move the right hand  The Sicilians raise the chin Eye contact:  U.S. business people are suspect if people don’t look them in the eyes. If you avert someone’s eyes, you’re being evasive and dishonest.  However, in Latin America and Asia, keeping eyes lowered is a sign of respect. Body Language and Gestures Writing and Speaking Across Cultures When you communicate, you choose words that a person in your culture would understand—both you and your reader share the same code. This isn’t the case when you communicate across cultures or around the world; instead you encounter several barriers. Here are some guidelines to help you avoid these problems. Barriers to Communication Idioms are expressions that do not translate literally and can cause misunderstandings with people who do not speak English fluently. The solution is to use simple, precise words. Example: That company was a day late and a dollar short. Change to: That company did not provide enough resources in time to meet our needs. Example: Theresa was at the bottom of the totem pole. Change to: Theresa did not have seniority. http://www.youtube.com/watch?v=RX3eBScTQNQ&feature=PlayList&p=D31CC5FF9675A66D&playnext=1&playnext_from=PL&index=1 English and Business Communication Chapter 9: Communicating Around the World 134 Differences in accents and pronunciation can delay understanding. Even when other people speak your language, you may have a hard time understanding their pronunciation. The solution here is to develop better listening skills. Focus on the speaker and the message. What is the context of the conversation? Vocal variations can block communication because some people use their voices differently from culture to culture. Pay attention to tone of voice, pitch, speed, and volume. Everyone has an individual speech pattern. For example, regular Arabic speech may sound excited or angry to English-speaking Americans. International Communication: Vocal Variations Communication Styles: U.S. workers typically prefer an open and direct communication style and consider anything else dishonest or insincere. Workers from other cultures, such as Japanese or Chinese, tend to be more indirect. In general, U.S. businesspeople will want to be somewhat more formal in their international correspondence than they would be when writing to people in their own country. Exercise 3: Explain what these idioms mean. 3.1 brownie points 3.2 crunch time 3.3 the hard sell 3.4 pass the buck 3.5 through the roof Written Communication When sending written communication to businesspeople from another culture, you should study their communication preferences and adapt your style accordingly. For example when writing a message to a low-context audience such as Germany, your message will be direct and more formal since this is the writing style that most Germans prefer. However, if you are writing a message to a high-context audience such as Japan, you will want to be more indirect and establish a relationship. To help you prepare effective written communications, follow these guidelines. Guidelines 1. Use plain English: short, precise words that say exactly what you mean. Example: The restaurant served meals at a decent price. (The word decent is abstract and could have many different meanings.) Change to: The restaurant served meals that cost $10-$15. 2. Address international correspondence properly. For example, use the international date format. Example: 15 November 2010 or 15.10.2010 3. Cite numbers carefully. Use figures (27) instead of spelling them out (twenty-seven). 4. Be brief: Construct sentences that are shorter and simpler than those you might use when writing to someone fluent in your own language. http://www.youtube.com/watch?v=1yfwl1jwUgQ http://bspage.com/address.html English and Business Communication Chapter 9: Communicating Around the World 135 5. Use short paragraphs: Each paragraph should stick to one topic and be no more than eight to ten lines long. 6. Use transitional elements: Help readers follow your train of thought by using transitional words and phrases. Using words like ―because‖ will show cause and effect; ―furthermore‖ will introduce an additional thought. 7. Avoid idioms, slang, and jargon. These words and phrases do not always translate well. 8. Avoid humor or references to popular culture. You can’t assume that your audience shares your sense of humor or will be aware of the cultural topics you are referencing. Exercise 4: Discuss the use of translators, interpreters, and translation software when communicating globally. When would these be necessary? What are the advantages and disadvantages? What are some examples of translation software? Are they competent? Go to http://babelfish.yahoo.com/translate_txt and type in this sentence: Please send me a copy of your report. Translate this sentence through several different languages (for example, from English to Spanish, from Spanish to French, and so on). When you bring it back to English, do you get the same sentence? Oral Communication When speaking English to people who speak English as a second language, you may find these guidelines helpful. Guidelines 1. Try to eliminate noise. Pronounce words clearly, stop at distinct punctuation points, and make one point at a time. International Communication: Eliminating Noise 2. Look for feedback. Does your listener look confused? Be careful, though, about asking if your listener understands. Some cultures don’t like to say no. International Communication: Checking Comprehension 3. Speak slowly and rephrase your sentence when necessary. If someone doesn’t seem to understand you, choose simpler words; don’t just repeat the sentence in a louder voice. International Communication: Word Choices 4. Repeat your messages and use examples. Be aware of possible misunderstandings. International Communication: Repeat & Give Examples 5. Don’t talk down to the other person. Try not to over-enunciate, and don’t ―blame‖ the listener for not understanding. International Communication: Talking Down 6. Be accurate. Use objective, accurate language. Avoid adjectives such as fantastic and fabulous, which people from other cultures might consider unreal and overly dramatic. International Communication: Using Slang http://babelfish.yahoo.com/translate_txt http://www.ehow.com/video_4439762_international-communication-eliminating-noise.html http://www.ehow.com/video_4439777_international-communication-checking-comprehension.html http://www.ehow.com/video_4439777_international-communication-checking-comprehension.html http://www.ehow.com/video_4439766_international-communication-word-choices.html http://www.ehow.com/video_4439766_international-communication-word-choices.html http://www.ehow.com/video_4439764_international-communication-repeat-give-examples.htmlhttp:/www.ehow.com/video_4439764_international-communication-repeat-give-examples.html http://www.ehow.com/video_4439764_international-communication-repeat-give-examples.htmlhttp:/www.ehow.com/video_4439764_international-communication-repeat-give-examples.html http://www.ehow.com/video_4439770_international-communication-talking-down.html http://www.ehow.com/video_4439768_international-communication-using-slang.html http://www.ehow.com/video_4439768_international-communication-using-slang.html English and Business Communication Chapter 9: Communicating Around the World 136 7. Learn foreign phrases. Learn common greetings and a few simple phrases in the other person’s native language. How to Say Hello in Different Languages 8. Listen carefully and patiently. Let others finish what they have to say. If you interrupt, you may miss something important or show disrespect. International Communication: Listen Carefully 9. Adapt your conversation style to the other person’s. For instance, if the other person appears to be direct and straightforward, follow suit. International Communication: Adapting Styles 10. Clarify what will happen next. At the end of the conversation, be sure that you and the other person agree on what has been said and decided. International Communication: Restate & Foreshadow 11. Observe body language. Be alert to roving eyes, glazed looks, and other facial expressions that signal the listener is lost of confused. International Communication: Create a Relaxed Atmosphere Assignment 9.1:Coca-Cola Worldwide Directions: The Coca-Cola Company is one of thousands of multinational corporations (MNCs) who understand the value of developing websites for different markets. For this assignment, go to the Coca-Cola Worldwide page at http://www.coca-cola.com/index.jsp?cookie=false. Here you will find links to Coca- Cola websites around the world. Choose a few countries that interest you and explore the site. You don’t need to know the language. Instead, focus on the pictures, the layout, and the design of the site. Then consider these questions. a. Compare and contrast the Coca-Cola sites you visited. How do they differ? How are they the same? Think in terms of design and content. How do you account for these differences? b. Why is it important for companies to design different Web sites for different markets? c. Suppose you have just been hired as a consultant for a major MNC that is just starting to develop its Web pages for other countries. What advice would you give to ensure that the pages are effective? d. In what ways do the sites reflect the high or low context of the country? Assignment 9.2: Traveling for Business Directions: For this assignment, you will assume the role of international business coordinator for your company. Your supervisor, who is a woman, will be traveling to India (or choose another country) soon for a week-long visit. Research the culture and write her an e-mail explaining what a female U.S. executive would need to know about concepts of language context, ethical behavior, personal space, and social behavior to conduct business successfully in that country. She will be meeting with people in their offices and will be socializing afterwards. Visit this site Country Reports at http://www.countryreports.org/ to begin your research. http://www.wikihow.com/Say-Hello-in-Different-Languages http://www.ehow.com/video_4439779_international-communication-listen-carefully.html http://www.ehow.com/video_4439776_international-communication-adapting-styles.html http://www.ehow.com/video_4439778_international-communication-restate-foreshadow.html http://www.ehow.com/video_4439782_international-communication-relaxed-atmosphere.html http://www.coca-cola.com/index.jsp?cookie=false http://www.countryreports.org/ http://www.countryreports.org/ English and Business Communication Chapter 10: Speaking for Your Career 137 Chapter 10: Speaking for Your Career Objectives: After reading this chapter, you will be able to do the following:  Identify the three steps in preparing effective oral presentations.  Understand the major elements in organizing a presentation.  Learn how to design and use effective visuals. Introduction Many people list public speaking as one of their top fears, but everyone can learn to do it well with practice and with application of certain techniques. Writing is important, but people on the job spend far more of their time speaking and listening. In fact, oral communication is often cited by managers and others as essential to success in the workplace (Alred et al.). Since preparing an oral presentation is much like preparing to write, you need to evaluate your audience the way you do your readers, and you need to structure your presentation based on this as well as your purpose/objective. Oral Presentations Speeches and presentations require three general stages: prepare, develop, and deliver. Stage 1: In the first stage, you prepare your presentation. To do this, you will determine your purpose, analyze your audience, and plan the content, the length, and the style. Stage 2: In the second stage, you develop your presentation to include an interesting introduction, a well- organized body, an effective close, a useful question-and-answer period, and appropriate visual aids. Stage 3: Now, you’re ready to deliver your presentation. With preparation and practice, you can feel confident in your material and can focus on an effective delivery style that will engage your audience and help you accomplish your purpose. Stage 1: Prepare to Speak Speeches and presentations require the same planning process used for other forms of communication. You can work through these steps to plan and prepare your speech or presentation. Define Your Purpose The first question is to ask yourself why you are making this presentation. What do you want to accomplish? What is your primary purpose? What is your secondary purpose? Top Ten Fears of Americans 1. Public speaking 2. Snakes 3. Confined spaces 4. Heights 5. Spiders 6. Tunnels and bridges 7. Crowds 8. Public transportation (especially airplanes) 9. Storms 10. Water (as in swimming and drowning) Source: Face Your Fears Today (www.faceyourfearstoday.com) English and Business Communication Chapter 10: Speaking for Your Career 138 Let’s go back to the cell phone situation from Chapter 1 with a few modifications. Situation: Consider this problem as you study the stages to planning an oral presentation. Your employer provides you with a cell phone but it is five-years old and no longer works adequately. Since other employees have been complaining about their cell phones, your supervisor has asked you to research new cell phones and make a recommendation to the management team in an oral presentation. Ask yourself these questions.  What do I want the audience to know when I’ve finished this presentation? When I’ve finished this presentation, I want the audience to know all the details about the cell phones I am recommending.  What do I want the audience to believe when I’ve finished this presentation? I want the audience to believe that I’ve thoroughly investigated this subject and my information is credible.  What do I want the audience to do when I’ve finished this presentation? I want the audience to accept and approve my recommendation. Based on the cell phone situation, your primary purpose is to persuade and your secondary purpose is to analyze the information you have gathered about the cell phone. Perhaps you will also entertain your audience but that is not your main goal. Analyze Your Audience The nature of the audience affects the style, content, and structure of the speech or presentation, so learn as much as you can about your audience. For example, what is the audience’s educational level? The ages of your audience? Consider the audience’s probable reaction. For example, what is the audience’s attitude toward the topic? Are they hostile, receptive, or indifferent? Next, direct your content to the audience’s level of understanding. For example, what is the audience’s level of experience with or knowledge about the topic? Then, gear your content to common interests. Narrow your focus for a homogeneous group; broaden your focus for a heterogeneous group. Based on the situation, your audience is a management group so they probably have more education and are somewhat older than a general audience. Because you have been asked to make this presentation, you can assume that management will be receptive. As for determining their level of understanding, you’ll have to determine what they do and do not know about cell phones. If you can’t determine this, then strive for the middle ground. This audience is a homogeneous group because they all work for the same company and they are all involved in making the purchase decision. All of these factors are interrelated and you will want to tailor your presentation to this particular group. If you had to make this recommendation to a peer group, you would modify your presentation to meet the needs of that group. Establish the Main Idea The main idea for a speech or presentation is the one message you want the audience to walk away with. This will connect your subject to the purpose of your presentation and to the audience’s frame of reference. Think of this as a single-sentence ―headline‖ that emphasizes the reader’s interest. In this cell phone situation, your main idea could be ―The AGBell Widget Phone has the business package, the accessories, and service plan that will meet the needs of our company and our employees.‖ English and Business Communication Chapter 10: Speaking for Your Career 139 Organize the Message Just as in a written message, you can use the direct, indirect, or persuasive pattern to deliver your presentation. For short speeches and presentations, organize your presentation with the direct pattern for routine information or good news; use the indirect pattern for bad news; use the persuasive pattern when you need to convince or motivate your audience. In a short speech or presentation, use the opening to arouse interest or introduce the main idea, cover the necessary information in the body, and close with a summary to emphasize the main point. For long speeches and presentations, use the direct pattern if your purpose is to entertain, motivate, or inform. In these situations, focus on your conclusions, recommendations, or logical arguments. However, depending on your audience’s reception, you may consider the indirect pattern if your purpose is to analyze, persuade, or collaborate. In long speeches and presentations, tell your audience the main ideas at the beginning of your speech or presentation and limit the number of main points to three or four. Use the most interesting information for each point. Because your audience won’t know where you’re going, keep telling them: preview and summarize often. Prepare an Outline Remember that road map from Chapter 1 that helps you plan where you want to go in a written message. You should prepare an outline for your speeches as well. Design it to serve as a guide to the speech, with notes about use of visual aids and the like. However, be prepared for detours. Your audience may get bored or may want to spend more time on one topic. Let your outline be a flexible guide, not a rigid fence. See Figure 101. Speech Outline Template for one example. As you read through this chapter, the elements on this outline will be explained so you can see how useful this tool can be. Estimate the Length When you know how long your presentation is to be, you can plan your information accordingly. What usually happens is your speech will always go by faster than you had planned so you should always have more information than you might actually need. After all, it’s better to cut material than to stand in front of group with nothing to say. A general rule is to cover about one paragraph per minute or 20 to 25 double- spaced, typed pages per hour. Your introduction and closing should each taken 10 percent of the time allotted. For example, in a 10-minute speech, your introduction should be one minute and your closing should be one minutes. See example below. Ten-minute Presentation Introduction 1 minute Main Point 1 2 minutes Main Point 2 2 minutes Main Point 3 2 minutes Closing 1 minutes Q&A 2 minutes Effective Presentation Skills Decide on the Style Are you wearing your tuxedo or T-shirt? Just as in a written message, the style of a speech or presentation may be formal or casual. The formal style is more appropriate for a large audience and a major event, perhaps in an auditorium or convention hall, which in turn would limit audience participation. You will probably use detailed notes or a script and should plan on visual aids appropriate for a large group. The casual style is best for small groups, such as in a small room with a conference table. This approach would encourage audience participation, and you can deliver your message using simple notes with a conversational style. Even the visual aids can be simple. http://www.youtube.com/watch?v=gOwQUd8qkMM&feature=PlayList&p=84CC74500D191BB2&index=3 English and Business Communication Chapter 10: Speaking for Your Career 140 Figure 10.1 – Speech Outline Template Speech Title Purpose: (Why are you giving this talk?) Thesis: (What is your major idea?) I. Introduction A. Greeting B. Attention getter C. Credibility statement D. Thesis statement E. Preview of main points Transition II. Body A. Main point #1 1. Subordinate point (e.g., "According to…") a. Support (e.g., example, statistic, visual, testimonial) b. Support 2. Subordinate point a. Support b. Support Transition/Signpost B. Main point #2 1. Subordinate point a. Support b. Support 2. Subordinate point a. Support b. Support Internal Summary C. Main point #3 1. Subordinate point a. Support b. Support 2. Subordinate point a. Support b. Support Transition III. Conclusion A. Signal closing B. Restate thesis C. Review main points 1. Main point #1 2. Main point #2 3. Main point #3 D. Memorable statement or call to action E. Thank audience for listening F. Ask for questions English and Business Communication Chapter 10: Speaking for Your Career 141 Stage 2: Develop Your Speech or Presentation Even with the similarities between written and oral messages, there are some key differences. With a speech you can rely on audience interaction and get immediate feedback. As a speaker, you can use nonverbal communication to emphasize a point. However, you may have less control as a speaker than as a writer, so you must be ready to change directions based on your audience’s feedback. The structure of your presentation will vary as well. Let’s talk about the four elements of a formal speech or presentation: Introduction, Body, Close, and Question-and-Answer period. Refer to Table 2 Sample Speech Outline as you read through these steps. What Should an Effective Introduction Do? Your audience is going to remember what they hear first and last, so let’s examine the characteristics of a strong introduction. Arouse Interest Begin with attention-getter appeal to human nature but be sure the tone of the opening matches the subject and purpose of the speech  An attention-getting statement Our company can make money by spending money on new cell phones.  A rhetorical question How would you like to buy new cell phones and earn money at the same time?  A personal experience Last year I lost two potential customers because my cell phone dropped calls.  An appropriate quotation: Check out Bartlett’s Familiar Quotations at http://education.yahoo.com/reference/bartlett/ and enter a key word from your speech as a search term. Put not your trust in money, but put your money in trust. Oliver Wendell Holmes  A historical event Investing in stocks is safer now than during the 20s leading up to the Great Depression of 1929.  A joke or humorous story A young man asked an old rich man how he made his money. The old guy fingered his worsted wool vest and said, "Well, son, it was 1932. The depth of the Great Depression. I was down to my last nickel. I invested that nickel in an apple. I spent the entire day polishing the apple and, at the end of the day, I sold the apple for ten cents. The next morning, I invested those ten cents in two apples. I spent the entire day polishing them and sold them at 5:00 pm for 20 cents. I continued this system for a month, by the end of which I'd accumulated a fortune of $1.37.” "And that's how you built an empire?" the boy asked. "Heavens, no!" the man replied. "Then my wife's father died and left us two million dollars." Choose your introduction based on your subject matter and your comfort level. You would not want to begin with a joke or humorous story if your subject is serious or controversial. At the same time, you don’t want to begin with a personal experience if you would be uncomfortable in doing so. http://education.yahoo.com/reference/bartlett/ http://education.yahoo.com/reference/bartlett/ English and Business Communication Chapter 10: Speaking for Your Career 142 Public Speaking Tips: How to Use Openers in Public Speaking Build Credibility Audience members will accept your message only if they have confidence in you, and they will judge your credibility in the first few minutes. In a more formal setting, you let someone else introduce you and present your qualifications. When that’s not possible, explain who you are and why you are qualified to speak. Tie your qualifications to audience concerns. In the cell phone situation, you would explain the sources and methods of your research. Indicate your interest and expertise in cell phones. Tell management who you interviewed and how long you’ve been examining this problem. Preview Main Points Your listeners don’t have visual clues that written reports would have with a table of contents or headings, so you should your preview main ideas, identify the main supporting points, and indicate the order of topics. Again, ―tell them what you’re going to tell them.‖ What Should an Effective Body Do? In this part of your presentation, you strive to accomplish your purpose. Here is where you present the main ideas and support them with relevant details. Tell your audience how these ideas relate to each other and work to keep their attention, but don’t overwhelm them with too much information. Connect the Ideas As you discuss your information, be sure to summarize and repeat key ideas as you go along. Your audience may be distracted so repeating a key idea will help. They may be trying to understand one idea when you’re already moved on to another idea and lose track. Be aware of these possibilities. One way to keep your audience on track is to use transitions, especially in longer presentations, because audiences often have trouble absorbing many ideas and seeing the relationship among them. Think of transitions as two-way indicators: they tell your audience where you’ve been and show them where they’re going. It’s not enough to say ―First, I’m going to tell you this‖ or ―Now, I’m going to tell you that.‖ Instead show how the ideas relate to each other. ―Even though this cell phone has the business plans we need, you’re really going to like the accessories our employees can use to be more productive.‖ Another way to connect ideas is to use gestures and visual aids to signal shifts in thought. In a PowerPoint presentation, a new slide indicates a new thought but even your body language can do this. Moving from one side of the room to another, changing positions from standing to sitting, or moving your arms from the podium to your side are subtle cues to your listener. Maintain Audience Interest Your audience will be more attentive when you relate your subject to the audience’s needs. Use clear, vivid language and tie your subject to familiar ideas. A good suggestion is to get your audience involved by asking questions and soliciting comments. Your gestures and tone of voice will appeal to the audience. Another suggestion is to use visual aids and incorporate variety. Limit Discussion Your audience will become confused if you try to cover more than three or four points. If you explain the who, when, where, why, and how and then relate this information to the audience members’ needs, you will have an effective body. When you try to cover too much information, your audience is likely to lose interest. Research studies prove that the amount of audience retention is in inverse proportion to the number of ideas. Basically, the more you tell them, the less they’ll remember. http://www.youtube.com/watch?v=SepWGonGhQU&feature=related English and Business Communication Chapter 10: Speaking for Your Career 143 Public Speaking Tips: Tips for Managing Time in Public Speaking What Should an Effective Closing Do? Your audience will remember what you say first and what you say last, so a strong beginning and a strong conclusion are very important. Your closing makes up 10 percent of your presentation, so use this opportunity to restate your main points, outline what is coming next, and end positively. Restate Main Points Notice how the structure of an oral presentation follows the structure of a written message. Tell them what you’re going to tell them (introduction), tell them (body), tell them what you told them (closing). Repeat the key ideas, those three to four points you want your audience to take away. Outline Next Steps Depending on your message’s purpose, you may use the closing to outline action items, set a completion date, identify responsible parties, and identify potential problems so that audience will be prepared to handle them. End on Positive Note Provide a sense of closure. Here’s your opportunity to tie everything together. You can express your appreciation and end on a forward looking statement. What you should not do is say, ―That’s it‖ or ―That’s all I have.‖ Those are such anticlimactic endings that you undermine all the important points you’ve just made. Public Speaking Tips: How to Close a Public Speech What Should An Effective Q&A Do? Use the question-and-answer period to draw out information, emphasize main ideas, and build enthusiasm. As the speaker, you decide on the extent and timing of interaction during the question-and-answer period. Should you take questions during your presentation? Taking questions throughout your presentation can be worthwhile if the group is small but holding questions until the end is better, especially if your audience is large or hostile. As you prepare your speech, try to anticipate and prepare for all possible questions. When you do respond to questions, answer briefly and directly, or offer to talk to the person afterwards. You want to maintain your credibility but if you don’t know the answer, say so. Maintain control of the audience and the situation and don’t let one or two people dominate. Stage 3: Deliver Your Speech If you want to advance in your career, you will want to develop strong speaking skills. By mastering the art of delivery, you can overcome some of the problems that come with nervousness. Here are four steps to help. http://www.youtube.com/watch?v=pylnxsW6U-A&feature=related http://www.youtube.com/watch?v=nkhE1CCLrzo&feature=related English and Business Communication Chapter 10: Speaking for Your Career 144 Choose Your Delivery Method Consider one of four delivery methods for speeches and presentations: Memorizing: While this is not recommended for your entire presentation, you could memorize your opening, quotations, and conclusion. Reading: This is appropriate for technical papers and high-level policy statements, but it restricts eye contact and limits the amount of audience interaction. Furthermore, it can be boring and requires practice to be effective. Check out C-span occasionally and you will find academics and officials reading their papers, some doing better than others. Speaking from notes: This is the best approach for most situations. Whether you use note cards or an outline, you will give the impression you are speaking to your audience, rather than speaking at your audience. Here is where your outline can be useful. Impromptu speaking: Making unplanned and unrehearsed remarks can be a challenge. While this may be more appropriate at meetings, you can quickly organize your thoughts using the strategies discussed here. Public Speaking Tips: Memorizing vs. Notes in Public Speaking Improve Your Delivery Now that you know how you are going to deliver your speech, you will want to practice your delivery. Prepare and Practice The key to improving your delivery is to prepare and practice. You can practice in front of the mirror, or practice aloud in the room where you will give your presentation. You can record and playback your speech or rehearse on videotape. If possible, check out the location beforehand. Acoustics will vary from room to room and you may need to bring your own microphone. Speak Normally Speak in a normal, conversational tone, but project your voice and articulate clearly. Vary the pitch and tone of your voice. A monotone speech pattern can hypnotize your audience but you can emphasize and de- emphasize different points by your voice alone. Use natural inflection; the rise and fall of your voice should be natural, not stiff. For example, when you ask a question, your voice naturally rises at the end. To do otherwise would be confusing. What should you do when you start going ―um,‖ ―you know,‖ ―okay‖? Stop! Take a breath and re-focus. When you concentrate on what you are saying, you’ll be less inclined to ramble or use meaningless fillers. Practice the pace of your speech. Pace is the speed at which you deliver your presentation. If your pace is too fast, your words will run together, making it difficult for the audience to follow you. If your pace is too slow, the audience will get impatient and their minds are likely to wander. Don’t rush the opening, the closing…or anything else. Pay Attention to Nonverbal Messages Even though you might be nervous and have sweaty hands, your audience isn’t going to notice this. So act confident and stand up straight. Use your hands to gesture for emphasis. Most people gesture naturally when they talk. Keep one hand free and above your waist while you present—use that hand to gesture. Empty your pockets of change and other items. Don’t lock your hands into rigid positions. Don’t wrap them around your body in defense. Don’t put your hands in your pocket or twirl your hair. That negative body language tells your audience a different message. http://www.youtube.com/watch?v=wPOGAKpFsas&feature=related English and Business Communication Chapter 10: Speaking for Your Career 145 Maintain eye contact throughout your presentation. Eye contact is best way to establish rapport, especially in a small group. In a large group, focus your attention on those who seem most responsive in different parts of the audience. In summary, companies want employees who can communicate well in writing and in speaking. If you want to improve your presentation skills, follow the guidelines discussed in this chapter. You should also check out Toastmasters International, an international non-profit organization. With clubs all over the world, this organization helps its members improve their communication, leadership, and speaking skills. In addition, you can network with people in your community. Visual Presentations Visual aids serve as cue cards for the speaker and help the audience absorb information. You can choose from a variety of visuals to support your message.  Electronic presentations. PowerPoint presentations can be used in a variety of ways, including large-screen intelligent chalkboards. They are a computerized slide show that incorporates both animation and photos.  Handouts. Distributing paper handouts to members of the audience can be efficient for small, informal groups but can be problematic and costly for large groups. They can also be a distraction. The audience is reading the handouts instead of listening to you.  Chalkboards and white boards. Use a chalkboard or white board to create visuals on the spot. They are flexible and useful for collaborative presentations but they are too informal and primitive for many situations  Flip charts. These large sheets of paper attached at the top and propped on an easel can be helpful. They can be drawn in advance or on the spot. These are simple to use; you flip through them as the speech progresses. More practical for small groups and relatively informal occasions, they are hard to use for large groups.  Overheads. Overhead and opaque projectors are old technology but may still be used. They are effective for relatively large audiences and transparencies are relatively easy and inexpensive to produce.  Slides. Photo slides are relatively expensive, but they are good for large audiences but because they require a darkened room, you will have limited eye contact with your audience.  Other visual aids could include samples, models, audiotapes, filmstrips, movies, TV, DVDs and videotapes. Basic Elements of Effective Design While PowerPoint can certainly enhance the listener’s understanding, be aware that these presentations can also bore the reader and bury the message. Like all visual aids, PowerPoint shows should complement the message, not substitute for it nor overwhelm it. Research has shown that simple presentations are often more effective than complex multi-media presentations. Some people complain that these electronic presentations reduce material to bullet points and lose substance as a result. English and Business Communication Chapter 10: Speaking for Your Career 146 To use PowerPoint effectively, including handouts, overhead transparencies as well as electronic presentations, follow these guidelines. Guidelines 1. Keep visual aids simple in design and content. Too many speakers try to put their entire speech on PowerPoint slides. Use concise language and a simple design. 2. Put only the main points on your slides. Too many slides can be counterproductive; they can bore and confuse your audience. Use the main ideas from your outline. A general rule is one slide per minute. For a ten minute presentation, you should stick to ten slides. 3. Use the same font size and style for similar headings. No ransom notes with different fonts for different ideas. The same rules of graphic design apply to PowerPoint. 4. Try to apply the Rule of 7: no more than 7 words on a line; no more than 7 lines on a page. This puts 49 words per slide. Don’t put whole paragraphs on your slide and expect your audience to read. If they are reading, they aren’t listening to you. 5. Be sure that everyone in the audience can see. If necessary, rearrange furniture or chairs so everyone has a clear view of the screen. 6. Pause to let the audience read the slides before you discuss the information. Don’t rush. If the information was important enough for you to put on a slide, let the audience absorb the ideas. 7. Do not read text word for word! This is boring and insulting. Your role is to paraphrase, summarize, and explain the information. 8. Build suspense before using visual. If you present all the material at once, the audience will be reading and not listening to you. Practice your timing and then talk to the audience, not to the slides; keep their attention on you and your message, not the slides. 9. Remove visual when finished. If you leave the slide up there, the audience will be bored or distracted. The focus should be on you. 10. Choose colors carefully. Select colors that create an attractive contrast and check out your selection on the screen. What looks good on your computer monitor doesn’t always look good on the big screen. Inexperienced designers and users of PowerPoint like to use all the bells and whistles. The problem is that the audience is too busy watching the dazzling graphics and you are losing control of your presentation. Life after Death by PowerPoint http://www.youtube.com/watch?v=lpvgfmEU2Ck English and Business Communication Chapter 10: Speaking for Your Career 147 Tips and Tricks Everyone experiences nervousness, but stage fright should not worry you because nerves can be a helpful stimulant. If you know what you are going to say and how you are going to say it, you will relax as you become immersed in your subject.  Prepare extra material: more is better; you can always cut.  Rehearse until you are thoroughly familiar with your material: practice, practice, practice.  Think positively and visualize success. Remember that stage fright is natural.  Pause before you begin speaking. Tell yourself that you’re ready and take a few deep breaths.  Memorize your first sentence or two: a strong beginning will make a good impression and make you more confident.  Get audience into the act: people want to be spoken to—not spoken at. The challenge here is not getting off track and keeping control.  Use visual aids to stimulate interest, but be careful that the visuals don’t distract the listener.  Don’t panic; keep going. Things will get better. Remember to focus on your message and your audience, not yourself.  Drink some water. Just as writing is a set of skills you can develop through practice, so is public speaking a set of skills you can develop through practice. Employers hire employees who can communicate well in both ways. Consider this: During the 2004 Democratic National Convention, a 12-year-old girl spoke to the audience. To how many people did she speak, both live and through television? Millions. If a pre-teen can do that, you can too! Assignment 10.1: Prepare a Presentation Directions: Prepare an outline and PowerPoint Presentation on a topic of your own choosing or use one of the suggestions listed below. Gear the speech for a 7-10 minute oral presentation. E-mail the outline and the PowerPoint to others in your class and share comments and suggestions. Suggested topics 1. Examine a company as a potential employer. What are its strengths and weaknesses? 2. Go to Occupational Outlook Handbook at http://www.bls.gov/OCO/ and research career possibilities for your degree or certification. 3. Provide information to your supervisor about doing business in a foreign country. Examine the four contexts discussed in Chapter 9: language, ethical, social, and nonverbal. http://www.bls.gov/OCO/ http://www.bls.gov/OCO/ English and Business Communication Chapter 10: Speaking for Your Career 148 Assignment 10.2: Live on You-Tube Directions: Deliver the above presentation by recording your speech and posting it and your PowerPoint to You-Tube. Provide your classmates with the URL. Then set aside time to share comments and suggestions with others in the class. English and Business Communication Chapter 11: Put Yourself Out There—Using Technology to Communicate in Business 149 Chapter 11: Put Yourself Out There— Using Technology to Communicate in Business Objectives: After reading this chapter, you will be able to do the following:  Recognize the advantages and disadvantages of personal and digital means of communication.  Learn ―best practices‖ and identify helpful resources. Introduction Have you ever played the ―Telephone‖ communication game? One person whispers a message to a second person who then whispers the same message to the third person. The game continues until the last person receives the message and then tells everyone what he or she heard. The end message is seldom the same as the first message. How did that message get confused and misunderstood? A lot can happen in the communications process, according to ―Communications Skills—Start Here!‖ provided by MindTools. (See Figure 11.1). Figure 11.1 - The Communications Process As the source of a message, you need to clarify the purpose and content of the message. Be certain that your message is useful and accurate. Encoding is the process of transferring the information into a form that can be decoded on the other end. To do this correctly, you need to anticipate and eliminate sources of confusion, such as cultural issues, mistaken assumptions, misjudging your audience, or incomplete messages. The channel is the means by which you transfer the information. Verbal channels include face- to-face meetings, telephones, and videoconferencing. Written channels include letters, memos, e-mails, and reports. Decoding the message occurs when your audience receives the message. Just as you take time to code a message correctly, your audience should take steps to decode the message accurately by reading thoroughly or listening carefully. The receiver is your audience who decodes your message based on the individual members’ ideas and feelings. Only when your receivers provide you with feedback can you determine whether you have been successful. You remember from Chapter 9 that context is the surrounding environment or broader culture. Barriers to communicate exist at each of these stages. Perhaps body language is misunderstood or word choice is unclear. Is the message so long that the receiver got distracted? Is the message so poorly written that the meaning was lost? Knowing how to overcome these barriers will make you a better communicator and, in turn, make you a more valuable employee. English and Business Communication Chapter 11: Put Yourself Out There—Using Technology to Communicate in Business 150 In this chapter, you’ll find many outside resources that provide tips and suggestions for best practices—all of them intended to help you put yourself ―out there‖—personally and professionally. Personal Communication Skills Face-to-Face With technology providing a growing list of ways to communicate with each other, we sometimes lose sight of the significance of face-to-face communication. "Face-to-face communication remains the most powerful human interaction," says Kathleen Begley, Ed.D., author of Face-to-Face Communication, Making Human Connections in a Technology-Driven World. "As wonderful as electronic devices are, they can never fully replace the intimacy and immediacy of people conversing in the same room and it has worked for millions of years." Perhaps this explains the popularity of Starbucks and other places where associates and friends can get together to make a person-to-person connection. Here are a few guidelines to help you improve your personal communication skills. Guidelines 1. Pay attention to nonverbal cues—yours and the other person. Gestures and body language communicate messages. How well do you understand them? If your hands are crossed in front of your body, you are sending a ―leave me alone message.‖ Be engaged with the other speaker and put yourself in a comfortable and welcoming position. If you see the other person nodding in agreement, you know you are communicating well. If you see the person’s eyes wander around the room, regroup. How can you regain your receiver’s attention and focus on the message? 2. Keep a level tone of voice. Tone of voice immediately reveals emotion. As the sender of the message, be sure your tone matches the message to achieve its purpose. If you are excited or angry, your receiver will pick up on that. What is the receiver’s tone of voice? Is the receiver angry or interested? Through give- and-take, you can redirect the conversation and achieve a balance. 3. Maintain eye contact. In our low context culture, we judge people by the way they maintain eye contact. Eye contact is a way of keeping the receiver’s attention while at the same time establishing your credibility. 4. Ask for and provide feedback. Getting clarification is a definite advantage in face-to-face communication. Do you understand? No, would you please explain this point. Yes, I see. What about….? Rather than send e-mails back and forth, you and the receiver can save time and clear up any misunderstandings or confusion. 5. Be an active listener. You can minimize or avoid conflict by developing strong listening skills. First, pay attention to what others are saying and, more importantly, don’t respond until they have finished their thoughts. Then, show you have understood by rephrasing their ideas. Active Listening: Hear What People Are Really Saying Telephone Effectiveness The way that you answer your telephone can affect you and your company. Let’s see whether you have effective telephone skills by taking this quick test by corporate trainer Jeff Mowatt, author of The Art of Service: Influence with Ease. http://www.mindtools.com/CommSkll/ActiveListening.htm English and Business Communication Chapter 11: Put Yourself Out There—Using Technology to Communicate in Business 151 1. How long does it take you and/or your switchboard operator to answer the phone? a) 5 rings or less b) 3 rings or less c) under 3 rings After two rings, callers are wondering what’s going on. Your phone should be answered in-person by the second ring or by your voice-mail system by the fourth ring. 2. Do you answer your phone with any of the following? a) ―Hello.‖ b) ―(Company name only)‖ c) ―(last name only)‖ d) ―Good afternoon, this is (your full name), how can I help you?‖ All of these greetings have flaws. A, B, and C are too abrupt and don’t provide enough information. D is too wordy and dissuades callers from identifying themselves because it encourages them to get to the point rather than saying their name. Plus it forces you to check the clock to see if it’s before or after noon. A better greeting is, ―Thank you for calling ABC Company. This is John.‖ If you are taking a call that’s transferred to you, always identify yourself as you wished to be addressed. Whether you choose to identify the department is optional. 3. Have you ever said, ―Please hold‖ to a caller? a) yes b) no Never put a caller on-hold without asking for their permission, and then waiting for their response. Putting customers on hold without their consent is a sure-fire formula to lose customers. 4. How long does it take a person on hold to become annoyed? a) 2 minutes b) 30 seconds c) 1 minute d) 17 seconds Studies show that after only 17 seconds, callers on hold become annoyed. The exception is when the greeter explains why the caller is being asked to hold and provides the estimated time required. Knowing beforehand how long they can expect to wait reduces the chance of annoyance, particularly among long distance and cellular phone callers. Another option to prevent frustration is to offer the caller the option of either holding or hanging up and having their call returned within a brief, specific time period. 5. When you’re talking on the phone while a visitor walks in, who gets priority? a) the visitor b) the caller The person who made the effort to show up in-person gets priority. That means you need to interrupt the caller. The quickest way to get that caller’s attention is to call their name. ―George, I have someone who just walked in, can I ask you to hold for a moment?‖ Wait for their agreement. Then acknowledge the visitor, tell them you’ll be a moment, and wrap up your telephone conversation. If you’re talking to a customer in person when the phone rings, then get someone else to answer the phone, or use voice mail. Abandoning customers to answer the phone is downright rude and is a guaranteed way to lose customers. As obvious as this seems, it’s one of the most common blunders in customer service. English and Business Communication Chapter 11: Put Yourself Out There—Using Technology to Communicate in Business 152 6. When receiving a call for a co-worker, how are you most likely to respond? a) ―Susan’s not in right now, so I’ll have to take a message.‖ b) ―Susan’s still at lunch. Can I take a message?‖ c) ―Susan’s should be back soon. Could you call back in about 15 minutes?‖ All of these statements have flaws that make the greeter sound unhelpful and unprofessional. Consider each response. a) The statement, ―I’ll have to take a message,‖ makes it sound like an inconvenient chore. Instead, change two words: ―I’ll be happy to take a message.‖ The bonus is that you don’t work any harder but you convey the impression of someone with a terrific customer service attitude. b) It’s completely irrelevant that the co-worker is at lunch. The caller might be thinking, ―That’s a long time to be at lunch!‖ It’s also irrelevant whether your coworker is ―in a meeting‖ or ―with a customer‖ or ―busy‖. The only relevant information is they’re not coming to the phone. Therefore, ―Susan is not available right now‖ is the most appropriate response, followed by, ―I’d be happy to take a message.‖ c) asking a caller to phone back later gives the impression that you’re too lazy or disorganized to take a message. This gives a potential customer a terrific excuse to call your competitor. Professional Phone Etiquette Handling Voice Mail As a working professional, you don’t want to miss an important call from a customer or client—or a prospective employer, so you should follow best practices for using e-mail. Lisa Kanarek, author of Organizing Your Home Office for Success and 101 Home Office Success Secrets offers these tips: 10 Ideas for Making the Most of Voice Mail 1. When recording your message, remember to let the caller know within the first few seconds how he or she can bypass your message. 2. Keep your outgoing message short and simple. Always include your name and company and ask for a detailed message. 3. When recording your message, let the caller know if he or she has a limited amount of time to leave a message and ask for the best time to return the call. You'll save hours of phone tag by knowing when someone will be in his or her office to take your return call. When you leave messages, do the same. 4. Find a voice mail system that will handle your growing needs. A small business may need only one level of voice mail service, versus a larger business that may need several tiers. For example, if someone calls, they may have the option of pressing one for customer service, two for sales, and three to speak with an operator. A business can be any size to use a tiered system. It's ideal for providing frequently requested information that can be pre-recorded, including your address and fax number. 5. If you're in a home office, use a voice mail system instead of call waiting. When someone calls, they'll be switched to your voice mail and you can return the call after you hang up the phone. When you're finished with a call, a series of short tones instead of the dial tone will let you know that you have a message waiting. 6. Consider combining a voice mail system with a paging system. When someone calls, you can give the caller the option of paging you immediately. 7. Use a phone log (with columns for the date, caller, number and message), your daily planner, contact management program or a simple spiral notebook to take messages. Make sure that whatever method you use to take messages is near your phone. Otherwise you may be tempted to take messages on the nearest scrap of paper. http://www.youtube.com/results?search_query=professional+phone+etiquette&search_type=&aq=4m&oq=phone+etiquette English and Business Communication Chapter 11: Put Yourself Out There—Using Technology to Communicate in Business 153 8. Don't save all of your voice messages. Instead, take action. After writing down or entering the message and number, erase the voice mail message. 9. When you return a phone call, make a note on your message system that you left a message. If it's a paper-based system, place an "M" next to the person's name. 10. When you need to complete an important project, let your voice mail take messages. You'll accomplish more in a short, uninterrupted session, than if you answer your phone every five minutes. If you have to know who's calling, get Caller ID. How to Avoid Sounding Stupid in a Voicemail Holding Successful Meetings Although meetings are an effective way to communicate, they can be unproductive if they have not been properly planned or managed. In one study, senior and middle managers reported that only 56 percent of their meetings were productive. They felt that one-fourth of their meetings could have been replaced with a phone call or memo. Follow these guidelines to prepare and manage your meetings. Guidelines 1. Determine your purpose. In many cases, your meetings will fall in two categories: informational and decision making. Be sure all meeting participants are clear about this. 2. Select only necessary participants. Perhaps this seems obvious but too often people are invited to meetings in which they have little interest or purpose. For informational meetings, a large group may be necessary but keep groups small for decision-making and problem-solving meetings. In this case, the cliché ―the more the merrier‖ is not true. The more people you invite, the more confusion you have and the more time you waste. 3. Choose the best time and place. Mornings are the best time for working meetings. Provide ample room and comfortable seating. Be aware that room temperature, lighting, ventilation, acoustics, and refreshments are not minor details. A happy and comfortable group is a productive group. 4. Set an agenda. Know what you want to accomplish. Prepare a list of to-do items beginning with the most important. Provide materials to help satisfy these goals. 5. Keep discussion on track. As a meeting leader, you can move the meeting along by guiding participants through the agenda. 6. Follow rules. In formal meetings, participants might choose to follow Robert’s Rules of Oder which provides parliamentary procedure. In informal meetings, participants and/or the leader may determine time limits, voting guidelines, and procedures for handling decisions. 7. Keep minutes. Have someone keep notes on important aspects of the meeting, particularly votes and decisions. Be sure these are distributed after the meeting to all participants. Minutes are an important written record. http://www.youtube.com/watch?v=FILHvuOrnUQ English and Business Communication Chapter 11: Put Yourself Out There—Using Technology to Communicate in Business 154 8. Encourage participation. Because you have included the necessary participants, each person should have something worthwhile to add. Draw out those who may be reluctant or shy to speak out. If someone tends to dominate the discussions, find ways to limit this monopoly by asking the opinions of others. 9. Participate actively. Whether a leader or a participant, you should provide input and interact with others. Be an active listener (see Figure 11.2 Checklist for Active Listeners in meetings) and work to accomplish the meeting’s purpose. 10. Close effectively. Before everyone leaves, summarize the major points of the discussion or decisions. Is there a consensus or are there misunderstandings that should be resolved? 11. Follow up. In addition to distributing the meetings, arrange follow-up activities. Figure 11.2 - Checklist for Active Listeners in Meetings Yes No Do you paraphrase or rephrase what has been said before you respond? Do you seek clarification (I'm not quite sure what you mean)? Do you open all meetings with meeting ground rules (including one person speaks at a time)? Do you encourage everyone to participate? Do you look at and make eye contact with others when they are talking to you? Do you make every effort to understand the question from the questioner's point of view? Do you seek an immediate response or run quick meetings (some people need more time to process new information)? Are you aware of the numerical imbalance in meetings (men vs. women)? Do you go around the table and address each person by name and give them an opportunity to speak? Do you watch for body language and indicators that certain individuals want to participate but look frustrated because peers keep cutting them off? Do you have meetings where a few voices dominate the meeting? Do you remain neutral until all points of view have been presented? Do you balance participation between different styles? These questions are meant to provoke thought and discussion. If you answer no to any of these, the impact your actions have on others may vary from your intentions. Active listening is a way to bring your impact closer to the intended effect. Reprinted from Managing Diversity Handout, February 1998 8 Steps to Make Your Meetings Even More Effective Digital Communication More people are using the tools of digital communication to establish an online presence. From social networking sites, blogs, web pages, and forums, individuals are using Online Identity Management (OIM) to develop personal branding. OIM relates to any content on the web that refers to a person. Have you ever http://www.youtube.com/watch?v=AtMDgnXyDC8&feature=related English and Business Communication Chapter 11: Put Yourself Out There—Using Technology to Communicate in Business 155 googled yourself? This is your web presence. You post pictures, you add comments to online forums, you write on a blog, you set up profiles on social networking sites, and you set up your own web site: all of these comprise your web presence. Beyond the personal aspect of this is the fact that employers are using the Internet to find out information about prospective employees. According to CareerBuilder.com, one-fourth of hiring managers screen job applicants through search engines. Ten percent check Facebook and MySpace. A 2007 survey found that almost half of hiring officials used the Internet to research job applicants. Of course, this use of your web presence has its pros and cons, depending on whether you have a positive or negative online identity. Remember that you have very little privacy as you move about online and set up profiles and join groups. In some cases, you may need to engage in Online Reputation Management (ORM) to solve reputation problems. Nevertheless, you can use all of these digital tools to your advantage, both personally and professionally. Online Identity Management While the web site itself may not seem to expose as much to the users, the possibilities to promote one’s skills and look for potential employment are still there. You just need to know how to put yourself out there in the best light possible so that you, and not others, are chosen for the job. Guidelines for Professional and Social Networking Sites To promote yourself to the fullest extent, here are some suggestions, especially if you are using these sites to find a job: 1. Keep your profile updated. More and more employers are checking out job applicants on these sites and they will want to see current information. 2. Keep your profile and profile picture looking professional. 3. Connect with current colleagues. You’ve heard the phrase ―it’s who you know.‖ 4. Reconnect with prior colleagues, and ask for references if you believe they’ll write you a good one. 5. Know what kind of job you are looking for. 6. Know where you are looking for employment, geographically speaking. 7. Keep your profile public—the more exposure, the better chance you’ll have at getting your name out there and landing employment; 8. Know the key words and phrases to put in your profile, résumé, page, or tweet so that when companies and businesses you want to work for are seeking employees, your name will pop up. Social Networking Sites: How to Promote Yourself and Find a Job Online Many people think of LinkedIn, Facebook, MySpace, and Twitter as sites where people can find one another and stay in touch with family and friends online. However, as employers seek to become more tech-savvy, they are starting to use these same sites to their benefit where they can post jobs online and find potential employees. In turn, people can use these sites to market themselves for potential employment and look for jobs. English and Business Communication Chapter 11: Put Yourself Out There—Using Technology to Communicate in Business 156 www.linkedin.com Compared to other social networking sites, LinkedIn appears the most professionally-oriented website. As a user, you can sign in and design your profile to help you reach whatever goal you have set. You may use the site for the traditional purpose of reconnecting with family and friends and at the same time you can use the site to do even more: 1. Get a personal reference from a work colleague. 2. Set up business dealings with other users. 3. Take advantage of consulting offers. 4. Request help from others’ expertise. 5. Look for a new job. When setting up an account, you can list your personal information including your current location and line of work, your current job title and employer, and your education and work history. In addition, you can post a profile picture. One of the main purposes is to connect—link in—with other users. Tell others why you have joined and what you’re interested in. When you are looking for a job, you’ll hear one suggested repeatedly: network, network, network! People are willing to help you if they know how and LinkedIn, more than any other social networking site, enables you to tell people what you’re looking for and how they can help you. Companies are also able to take advantage of the social networking sites by creating a company profile with the purpose of promoting themselves to other site users. Companies can post their mission statement, list company statistics, and make announcements to the general public, including job openings. Perhaps the most helpful part of the networking site is the tab dedicated to helping you find a job. By clicking on a link, companies are able to create a job announcement. They can list the title, give a brief description of the job, and list company contact information. As a user, you can click on another tab and, with the input of a few keywords, can search for jobs in your preferred line of work in your preferred geographical area. Post your résumés and submit your application. Provide contact information to open the lines of communication between you and potential employers. www.facebook.com Probably the most famous social networking site is Facebook.com. While not typically thought of as a site for promoting yourself to the workforce community, tapping into Facebook may bring some unexpected surprises. Like other networking sites, Facebook requires that you set up an account by choosing a user ID and a password. From there, you can post a profile picture, connect with other users, and build your profile. Depending on your intent, you can take your profile in any direction you want. Post pictures, list your hobbies and favorite movies, music, and books. You can also join groups sharing a common interest or become a fan of anyone, any place, or anything. For your professional career, you can also take advantage of Facebook to promote your skills or look for a job. For example, you can start your job hunt by typing in ―employment‖ into the search tab at the top of the page. Instantly, you’ll see a number of groups all sharing a common theme around employment. One such group allows users to post their resumes as well as allowing potential employers to search the resumes posted. You can take advantage of this opportunity with just the click of a button to join the group. Additionally, group members may opt in to the various discussions that take place in the group. Users may post articles about job-related subjects or pose questions to other users in the group to Top Ten Social Sites for Finding a Job 1. Linked-In 2. Plaxo with Simply Hired 3. Twitter with Blog or Linked-In URL 4. Jobster 5. Facebook 6. Craigslist 7. My Workster with Indeed 8. Visual CV 9. Job Fox 10. Ecademy —Dan Schawbel, http://mashable.com/2009/02/24/t op-10-social-sites-for-finding-a- job/ http://www.linkedin.com/ http://www.linkedin.com/ http://www.facebook.com/ http://www.facebook.com/ http://www.linkedin.com/ http://www.plaxo.com/ http://twitter.com/ http://twitter.com/ http://www.jobster.com/ http://www.facebook.com/ http://www.craigslist.org/about/sites http://www.myworkster.com/ http://www.visualcv.com/ http://jobfox.com/ http://www.ecademy.com/ http://mashable.com/2009/02/24/top-10-social-sites-for-finding-a-job/ http://mashable.com/2009/02/24/top-10-social-sites-for-finding-a-job/ http://mashable.com/2009/02/24/top-10-social-sites-for-finding-a-job/ English and Business Communication Chapter 11: Put Yourself Out There—Using Technology to Communicate in Business 157 get their thoughts or answers to questions. Usual article topics include the current state of the job market or how to market yourself to potential employers. Furthermore, groups can be set up by any one user on Facebook and can go in any direction. A person with an interest in criminal justice can join a group dedicated to seeking employment in the criminal justice sector. A person pursuing a job in the computer field can search for jobs in computers. The possibilities are endless; you need to know what you’re looking for and jump right in on the search tab. To gain information on a particular company, you can explore the popular site to find a company’s page. Similar to one’s individual profile, a company can use the Page feature to develop the company’s profile for the purpose of promoting itself to the public. The company can do the same things an individual can do with a profile and with a page. Individual users can ―become fans‖ of the pages. By becoming a fan of the page, you create a link from your own profile directly to the company. This way, you can stay in touch with the company and stay in tune with what’s going on with the company—particularly in the way of job announcements. www.myspace.com Similar to other social networking sites, you can sign in to MySpace.com and develop you own ―MySpace‖ page. Users connect with one another for the same reasons they do on any other social networking site. You can truly personalize your page with unique backdrop and format options, post pictures, write blogs (think of online journaling), and connect with other users of MySpace. While MySpace has similar features that can assist you in your job search, probably the main highlight of MySpace is its ability to allow you to truly market yourself and your skills. Frequently, musicians use MySpace for the purpose posting their own music. As users are searching the site to find friends or other users who may share similar music interests, they may happen upon a musician’s page and request to join one’s MySpace. Artists such as Colbie Caillat have become famous by using MySpace to post their music and get it out to the public. Have no fear though. MySpace is not limited to just the budding musicians. You too can promote yourself and your skills through MySpace. www.twitter.com Twitter seems like the latest craze in the social networking web sites. Designed to allow users to share, or ―tweet,‖ what they’re currently doing, the website has quickly attracted the attention of millions of fans. With a simple site design, Twitter doesn’t propose to be similar to the sites listed above. You don’t create the same type of profile with pictures and oodles of information about yourself that you would typically find on LinkedIn, Facebook, or MySpace. Instead, on Twitter, you may simply state your current status and that is all. In terms of promoting yourself for employment or searching for jobs, you really need to know what to search for on the site or, in turn, knowing how to ―tweet‖ the key phrases so that others may find you. For example, on the homepage of the web site, you can do a simple search by filling in the box where it says, ―See what people are saying about…‖ Try ―Jobs in Houston‖ and you are immediately led to a list of public tweets posted by individuals and companies from all over who have tweeted about something involving ―Jobs in Houston.‖ Assuming that some, if not most, of the tweets include job postings, there will usually be a link to a web page where you can get more information about the job including the exact title and job description. http://www.myspace.com/ English and Business Communication Chapter 11: Put Yourself Out There—Using Technology to Communicate in Business 158 Blogging Setting up and maintaining a blog can be an effective way for you to establish an online identity. Furthermore, many businesses have added this feature to their websites because blogs provide an opportunity for informal communication. They can target a more specific audience, rather than a general audience. Whether you are writing for a personal or company blog, you will want have a clear sense of your purpose and your audience. What do you hope to accomplish? Who are your readers and what do they expect? Business communication authors John Thill and Courtland Bovée provide these suggestions for effective blogging. Guidelines 1. Consider using a blog whenever you have a continuous stream of information to share with an online audience. 2. Identify an audience that is broad enough to justify the effort but narrow enough to have common interests. 3. Identify a purpose that is comprehensive enough to provide fuel for a continuing stream of posts. 4. Consider the scope of the blog carefully; make it broad enough to attract an audience but narrow enough to keep you focused. 5. Communicate with a personal style and an authentic voice but don’t write carelessly. 6. Deliver new information quickly. 7. Choose topics of peak interest to your audience. 8. Encourage audiences to join the conversation. 9. Offer a newsfeed option so that subscribers can get automatic updates. Because of the freedom with which many people write blogs, companies have set guidelines to protect their business and their employees. For example, Yahoo has posted Personal Blog Guidelines to remind its employees about legal liability, company privileged information, and best practices. Companies maintain blogs for a variety of internal and external reasons and, as a result, often have more than one blog. Companies can manage projects and communicate with teams. They use blogs to disseminate information and to provide customer service. Often, blogs will serve as marketing and public relations tools so that companies can share news about their products and services. In some cases, blogs will focus on policy and issues so that companies and their audience can discuss regulations and legislation. In case of an emergency, companies use their blogs for crisis communication. Often researchers will set up blogs to conduct market research. As you can see, blogs have many purposes. How does this directly affect you? As you complete your education and begin your job hunt, you will use blogs to learn about potential employers. By reading corporate blogs, you gain insight into the company’s mission and values; you also learn about job openings. How to Blog for Your Business or Nonprofit Organization Companies That Really Get Corporate Blogging Dell Lenovo 37signals Adobe BBC Southwest Sun Microsystems Freshbooks Marriott International Seagate: Storage Effect GM: FastLane Blog Quicken Loans Accenture: 8 Different Blogs Amazon Web Services Blog —Josh Catone http://jeremy.zawodny.com/yahoo/yahoo-blog-guidelines http://www.youtube.com/watch?v=6SDi9MbEziE http://direct2dell.com/ http://lenovoblogs.com/ http://www.37signals.com/svn/ http://blogs.adobe.com/ http://www.bbc.co.uk/blogs/ http://www.blogsouthwest.com/blogsw http://blogs.sun.com/ http://www.freshbooks.com/blog/ http://www.blogs.marriott.com/ http://storageeffect.media.seagate.com/ http://fastlane.gmblogs.com/ https://www.quickenloans.com/ http://www.accenture.com/Global/Accenture_Blogs/ http://aws.typepad.com/ http://www.sitepoint.com/blogs/2008/08/08/15-companies-that-really-get-corporate-blogging/ English and Business Communication Chapter 11: Put Yourself Out There—Using Technology to Communicate in Business 159 Instant Messaging One of the fastest growing communication tools in business is instant messaging. Companies are relying on intranets within their networks so that employees can communicate with each other more quickly and easily. No longer do workers have to wait for an e-mail or phone reply. They can connect with a co-worker at any location and use IMs to exchange information, make decisions, and resolve problems. Monte Enbysk of Microsoft’s Small Business Center offers these ―10 Tips for Using Instant Messages.‖ 1. DO: Adopt a user policy for instant messaging. If you're an owner, your employees need to know whether you view instant messaging as an appropriate vehicle to communicate with, say, customers or business partners. Any policy should contain at least general guidelines for its use. 2. DON'T: Use instant messaging to communicate confidential or sensitive information. If your company is in the business of providing professional advice regarding stocks, finances, medicine or law, chances are it's not smart to do so through instant messaging. IM is better suited to quick information about project status, meeting times, or a person's whereabouts. 3. DO: Organize your contact lists to separate business contacts from family and friends. Contact lists, also known as "buddy lists," contain your menu of potential recipients for instant messages. Keep your business contacts separate from family and friends. Make sure your employees do the same. Eliminate even the remote possibility that a social contact could be included in a business chat with a partner or customer—or vice versa. 4. DON'T: Allow excessive personal messaging at work. Yes, you make personal phone calls at work, send personal e-mails, and allow your employees to do the same. But you encourage them to keep it to a minimum and (hopefully) do the same yourself. For instant messaging, go even further. Urge that personal chats be done during breaks or the lunch hour— or that the chats generate new customers or revenue to the business. 5. DO: Be aware that instant messages can be saved. You may think IM is great because you can let your guard down, make bold statements, chastise a boss, employee or co-worker, and have it all wiped away from the record when you are done. What you aren't realizing is that one of the parties to your conversation can copy and paste the entire chat onto a notepad or Word document. Some IM services allow you to archive entire messages. Bottom line: Be careful what you say, just as you would in an e-mail. 6. DON'T: Compromise your company's liability, or your own reputation. Statements you make in IM about other people, your company or other companies probably aren't going to land you in court. But they could damage your reputation or credibility, or your company's. Again, be careful what you say. 7. DO: Be aware of virus infections and related security risks. Most IM services allow you to transfer files with your messages. Alexis D. Gutzman, an author and e- business consultant, says her research for a book found that IM file attachments carrying viruses penetrate firewalls more easily than e-mail attachments. "Instant messages [carrying viruses] will run and dip into a firewall until they find an opening," she says. If you collaborate on documents for your business, file transfer is important. You'd be wise to learn more about the quality of your own firewall protection, to decide whether or not to restrict transferring files through IM. IM Stats  30 percent of American workers prefer IM over phone calls and e-mails.  40 percent of American workers make more use of IMs than e-mails.  China has over 900 million registered IM users. http://blog.brosix.com/instant- messaging-is-the-newest-trend-in- business-communication/ http://blog.brosix.com/instant-messaging-is-the-newest-trend-in-business-communication/ http://blog.brosix.com/instant-messaging-is-the-newest-trend-in-business-communication/ http://blog.brosix.com/instant-messaging-is-the-newest-trend-in-business-communication/ English and Business Communication Chapter 11: Put Yourself Out There—Using Technology to Communicate in Business 160 8. DON'T: Share personal data or information through instant messaging. Even if you have the utmost trust in the person or people you are messaging, including personal information such as a password or credit card number, even a phone number you'd rather keep confidential, is not a good idea. That's because the text of your chat is relayed to a Web server en route to your contact. If an IM provider employee or even a hacker is on the connection and can see that traffic, they can see the personal information. A long shot, perhaps. But better to send such info through an encrypted e-mail, or not at all. 9. DO: Keep your instant messages simple, and to the point, and know when to say goodbye. How you should use instant messaging is hard to stipulate. Some people prefer it simply for seeing if a colleague is at his or her desk, available for an in-person or telephone call. Gutzman, on the other hand, sees IM as a way to do quick research and get fast information from consultants and even lawyers. She recently used IM in researching a book, saving entire messages in her personal archives. Both agree, however, that you must limit your inquiry, get to the point right away, and avoid unnecessary blather. "With instant messaging, you don't need a lot of pleasantries," Gutzman says. "I pretty much can say, 'How's it going?' and then get on with my question." 10. DON'T: Confuse your contacts with a misleading user name or status. IM user names, like e-mail user names, should be consistent throughout your company. And users should have the courtesy to update their status throughout the day, so contacts know whether they are available for messages or offline. Enterprise Instant Messaging: Fuels Efficiency and Growth Podcasts Podcasts deliver audio and video messages and provide businesses with another tool to communicate with their customers and employees. The process is very simple (See Figure 11.3 Creating a Podcast) but the quality will depend on equipment you use. Most computers have a built-in microphone and sound card, and you can download recording software online. However, this basic system will not provide you with the quality or editing flexibility. Figure 11.3 - Creating a Podcast As you prepare your information for podcasting, keep in mind the process for delivering oral presentations. Because your audience is relying on what you say, you must preview your important points, use transitions to show the relationship on your ideas, and review and summarize as you continue through your podcast. http://www.youtube.com/watch?v=3_AKQkqnQZQ English and Business Communication Chapter 11: Put Yourself Out There—Using Technology to Communicate in Business 161 When you tell your story on a podcast, have a beginning, middle, and an end. While this may seem obvious, too many podcasts ramble which diminish their purpose and irritate their listeners. What Is Podcasting? How can you use podcasting? By listening to podcasts, you can stay current with trends and technologies in your career field. Companies often use podcasts—and even videocasts—to train their employees and provide them with support. Since they can often replace written media, podcasts have potential that individuals and businesses are just beginning to realize. A recent study projected that by 2010, there will be over 63 million podcasts users, a dramatic increase from the 5 million podcast users five years earlier. You-Tube The explosive growth and evolution of You-Tube has provided new opportunities for individuals and companies to communicate professionally with diverse audiences. Enterprising job hunters post their résumés online, selling themselves to employers. As one more example of establishing an online identity, you can create a short video to explain your skills and accomplishments. Certainly this technological approach is a novel idea that you should approach cautiously since not all employers welcome a video resume; a poorly made video can sabotage your good intentions. If you are in a creative field where a cutting-edge approach is encouraged, then a You-Tube resume is an appropriate way to display your portfolio. Schools and businesses, on the other hand, have embraced the possibilities of You-Tube. For example, note the ―34 Ways to Use YouTube for Business‖ in Figure 11.5. As you can tell from the various You-Tube videos included in this book, videos are available on many educational and business-related topics. While the production quality and content vary, the videos are an important method of teaching and training. YouTube Résumé Tips: You Can Learn From Others' Mistakes In Summary… Often we get so enamored with technology that we sometimes fail to follow good habits to ensure effective communication. Because we know how to Twitter and blog, we assume everyone else can—and will! This is not always true. If you are computer savvy, then using this technology is easy but for others the learning curve may be steeper and lined with obstacles. Does your audience even use the Internet or have online access? If so, how does your audience use the Internet? When you study the data in Figure 11.4 Typical Daily Internet Activities, you notice a disparity among age groups. What if your customers are older? Can you rely on podcasts to convey your information? What if you don’t work for Southwest Airlines or Dell? What if your small company relies on memos and e-mails? The answers to these questions will help you determine the appropriate medium for your message. Review the communications process discussed at the beginning of the chapter. As the source, you code your message and choose the channel from which your receiver can accept and then decode the message. Regardless of your medium of communication, always keep in mind your purpose and your audience. What do you want to achieve? What is the best way to communicate your message? http://www.businesscommunicationblog.com/blog/2009/03/13/what-is-podcasting/ http://newyork.timeout.com/articles/features/9523/youtube-resume-tips#ixzz0XzUtevRs English and Business Communication Chapter 11: Put Yourself Out There—Using Technology to Communicate in Business 162 Figure 11.4 - Typical Daily Internet Activities Activity 18 to 29 years old (percent) 30 to 49 years old (percent) 50 to 64 years old (percent) 65 years and over (percent) Send or read e-mail 57 58 58 41 Use a search engine to find information 55 54 40 27 Get news online 41 44 35 25 Check weather reports and forecasts online 25 37 28 22 Look for news or information about politics 22 26 21 21 Do any banking online 21 23 21 11 Watch a video on a video-sharing site 30 15 7 6 Use a social networking site 38 9 2 1 Send instant messages 26 12 6 4 Visit a local, state or federal government web site 15 14 13 4 Get financial information online 6 10 11 12 Buy a product online 9 5 6 3 Look online for info about a job 9 6 4 (Z) Use online classified ads or sites like Craig's List 10 6 5 1 Create or work on your own online journal or blog 10 4 3 1 Buy or make a reservation for travel 5 5 4 1 Rate a product, service, or person 5 3 2 4 Participate in an online auction 2 3 3 1 Download a podcast so you can listen to it or view it later 6 3 2 1 Make a donation to a charity online 2 1 1 1 Source: Pew Internet & American Life Project Surveys. Assignment 11.1: Blog This Directions: Creating a blog is easy. By using resources on the Internet, you can quickly and easily set up your own personal blog. Visit Website 101 for articles and tutorials and then set up your own blog focusing on a topic of your choice (a hobby, a viewpoint, general interest). You can set up a free account at WordPress.com. Then begin posting and trade blog addresses with your classmates. To see what others have blogged about your topic, visit Blogged and enter your topic in the search category. Assignment 11.2: Online Reputation Management Directions: What is your online reputation? Using various search engines, conduct on online search using your name. Visit Online Reputation Management: 16 Free Tools and use the resources there to research your personal identity online. Examine the sites where you are listed. Are you satisfied? What would an employer find? If you cannot find your identity online, choose a family member or friend. http://website101.com/category/social-media/ http://wordpress.com/ http://www.blogged.com/ http://www.sitepoint.com/blogs/2009/05/21/tools-manage-online-reputation/ English and Business Communication Chapter 11: Put Yourself Out There—Using Technology to Communicate in Business 163 Figure 11.5 - 34 Ways to Use YouTube for Business Meryl Evans YouTube’s not just for posting silly videos of sleepwalking dogs and other embarrassing moments—it can also be used as a highly effective business tool. You can use it to show off your expertise, share knowledge, market your products and connect with customers, colleagues and prospects. Here are 34 ways to use YouTube (and other video hosting services) for business. Expertise and Thought Leadership 1. Upload recordings of presentations you’ve given to demonstrate authority and public speaking skills. 2. Share slides from presentations that weren’t recorded. 3. Create short videos of valuable tips of interest to your clients and prospects to show off your expertise. 4. Conduct an interview with an expert. 5. Turn your podcasts into videos, to expand your reach. 6. Engage with the YouTube community by leaving comments and uploading video responses to videos on topics related to your business or industry. 7. Enhance your videos using YouTube’s special features, such as annotations, audioswap, insight, language options and quick capture. Also see what’s cooking in the YouTube Biz Blog and TestTube for more upcoming features. 8. Record an important meeting to share with employees, shareholders and others, as appropriate. Marketing and Advertising 9. Set up a channel to reflect your brand and engage with others. Here’s an example from The White House. 10. Choose a user name that reflects your brand for your channel URL. 11. Add your channel URL to marketing collateral and social network profiles. 12. Post customer video testimonials to add to your credibility. 13. Put together a creative video explaining your product or service. 14. Show your product in action using movie trailer-style: fast, creative and catchy. 15. Show the results of someone using your services. 16. Promote your events using recordings of previous events. 17. Introduce your staff to add authenticity. 18. Take viewers on a tour of your offices and city to help them feel connected with you. 19. Ask others to use your product in their videos (like product placement in movies) and cross- promote each other. 20. Post links to your videos on various social networks. 21. Look into YouTube Promoted Videos to reach your target through contextually-relevant search results. 22. Use Google AdWords on Google Content Network, which includes sites like YouTube. These use text-based ads and don’t require a video from your business. Research the Placement Tool to identify the best placements for your ads. 23. Earn money from your videos by entering into a partnership with YouTube. 24. Run a contest. 25. Add Call-to-Action overlays to your videos to drive traffic to your web site. 26. Study your channel’s performance with the integrated Google Analytics and YouTube Insight to make the most of your videos. 27. Display company information in every video including name, URL, phone number and email address. Customer Service 28. Create ―how to‖ videos to help your customers use your product or service. 29. Post solutions to common product or service problems. 30. Answer customer-specific questions using videos. Imagine how surprised a customer will be when you point them to a video with the answer! 31. Embed videos on your web site on appropriate pages, including customer support and product tours. 32. Post a blog entry discussing a problem and include a video for visual support. 33. Go the extra mile by adding closed-captions or subtitles to your videos. Remember that not everyone can watch or hear videos in the same way. 34. Show a work-in-progress project to a customer for review and approval, without the need for a face-to-face meeting or in-person demo. http://webworkerdaily.com/author/meryldotnet/ http://help.youtube.com/group/youtube-announcements/browse_thread/thread/a356b692b5cae8b9 http://help.youtube.com/support/youtube/bin/answer.py?answer=92710&topic=14354 http://ytbizblog.blogspot.com/ http://www.youtube.com/testtube http://www.youtube.com/whitehouse http://www.youtube.com/whitehouse https://ads.youtube.com/ http://adwords.google.com/support/bin/answer.py?hl=en&answer=79092 http://adwords.google.com/support/bin/answer.py?hl=en&answer=21716 http://www.youtube.com/partners http://www.youtube.com/contests_main#utm_source=fyiagencynews&utm_medium=blog http://ytbizblog.blogspot.com/2009/06/use-call-to-action-overlays-to-drive.html http://www.google.com/analytics http://www.youtube.com/watch?v=Xo6HBKTyIzQ http://captiontube.appspot.com/ English and Business Communication Chapter 12: The Job Hunt page 164 Chapter 12: The Job Hunt Objectives: After reading this chapter, you will be able to do the following:  Create résumés that target specific jobs.  Use techniques to create a variety of résumés that are appropriate for modern technologies.  Write persuasive cover letters to generate appointments for interviews.  Use general and specific job boards to locate local, national, and global job openings. Introduction Looking for a job can be a time-consuming and frustrating experience. In the current economy, employers may have fewer jobs but they also have many more applicants. What can you do to make the employer notice you? How can you stand out? In this chapter, you’ll study the different job search materials. All of these are marketing tools and will help you in selling yourself! The goal is not necessarily to get you the job but to get you an interview. Putting together these materials for your job search is not a one-time job either; rather, it is an ongoing process. Studies show that people will change jobs five or more times in their careers. Start now keeping a job portfolio. Include your résumés, certificates, and awards. Keep track of your education and training. Review and update your résumés periodically so when that new job opportunity comes your way, you are the first in line to present your qualifications and have proof of your accomplishments. Seven Self-Marketing Tips for IT Professionals Résumés You use a résumé as a marketing tool to advertise your strong points for a prospective employer. Its objective is to get you an interview for a job. However, you will be asked for your résumé for other situations. If you are seeking a promotion or membership into a club, you may be asked for your résumé. When looking for a job, you need to take stock of what you have to offer an employer:  Skills: General abilities that cut across functional lines, such as speaking ability  Employment qualifications: Education, training, work experience, activities, and achievements  Personal characteristics: Traits such as curiosity, aggressiveness, persistence, and friendliness  Values: Factors that give you satisfaction and happiness—helping others, creating things  Interests and hobbies: Things you enjoy doing To help you identify your strengths, complete the Personal Inventory and Discover Your Hidden Talents in Figure 12.1. Of those you marked ―always,‖ identify your five strongest. Emphasize these points in your résumé. If ―Mobility‖ is not one of your strengths, don’t apply for a job that requires you to move. If you consider yourself a worker bee—one who likes to do a job and then go home—then don’t apply for a job that requires leadership skills. Writing Your Résumé http://career-advice.monster.com/job-search/getting-started/7-tips-for-marketing-yourself/article.aspx http://www.youtube.com/watch?v=KbZ5_ar4Dj0&feature=PlayList&p=4AD4E52E919BEAE2&playnext=1&playnext_from=PL&index=16 English and Business Communication Chapter 12: The Job Hunt page 165 Figure 12.1 - Personal Inventory Personal Inventory: What Are Your Hidden Talents? What qualities and skills can you offer a prospective employer? Which ones do you need to improve? Rate yourself on each of the following qualities—then emphasize the strong points in your résumé. Always Sometimes Rarely Direction: I know the field I want to be in and the type of work I want to do. I have definite career goals. Communication: I can organize and express my thoughts logically, clearly, and concisely, both orally and in writing, using correct pronunciation, grammar, spelling, and punctuation. Practical Skills: I work hard to develop my vocational skills, such as keyboarding, graphic design, data processing, drafting, accounting, nursing, or engineering. Harmony with others: I like people and get along well with those of other backgrounds, beliefs, cultures, and points of view. Positiveness: I look forward to the work I want to do and give it my best. I tend to have a positive outlook and usually say ―I will‖ or ―I’ll try‖ rather than ―I can’t.‖ Flexibility: I adapt easily and readily to new work tasks, methods, and responsibilities. Initiative: I am a self-starter. I recognize what needs to be done and do it without being told or supervised. Competitiveness: I try to do things better and faster than others because I want to gain recognition and get ahead. Organization: I plan, organize, and schedule my work, then carry it out step by step according to the plan. Integrity: I try to be honest. I respect the confidences of others. I do not gossip. Performance: I try hard to meet every deadline. I am an energetic worker and proud of my work. Inventiveness: I enjoy devising new ways to do tasks faster and more easily and to achieve better results. Problem solving: I like challenges. I am able to foresee and analyze problems, then solve them quickly and effectively by thinking them through. Grooming: I prepare what I am going to wear ahead of time and try to look neat, clean, and personable. Mobility: I am willing to relocate to another area, city, or state if my work requires it. Enthusiasm: I like to work. I am eager to learn all I can, and I am willing to do more than is expected of me. Motivation: I have the drive to get things done. I stick to the job, overcoming every obstacle until I finish it. Leadership: I like to take charge. I know how to direct and motivate others to do their best, and I am willing to accept responsibility for the decisions I make. Self confidence: I prepare ahead for situations so I will be confident and able to meet them. I respond effectively to people, problems, and challenges. Responsibility: I can be counted on to get the job done. I try to be on time, comply with regulations, and meet deadlines. Self-awareness: I know my limitations and areas of weakness. I try hard to improve on them. English and Business Communication Chapter 12: The Job Hunt page 166 Important Résumé Information Because recruiters typically spend only a minute or two reviewing your résumé, you need to make a quick and strong impression. This can be done with an attractive style and format as well as useful and carefully written content. Style and Format The guidelines that follow will help you make a strong first impression in most employment situations. However, in some fields, as in marketing, you have more flexibility to be creative. The key here is to know your audience. If you are applying for a computer technician position at a traditional company, then follow the standard format. If you are applying for a graphic design job at a cutting edge animation company, then your employer will be looking for something out of the ordinary. Guidelines 1. Use letter-size white paper with black ink and wide margins. 2. Use a printer that provides sharp, clear copy. Do not send a résumé with smudges, streaks, or unclear type. If necessary, visit a copy center to print your résumé; spend the money to ensure good quality. 2. Keep your résumé to one page, if possible, but no more than two. A résumé is not a biography. Whether you have no experience or thirty years of experience, tailor your résumé to the employers’ needs. 3. Use a readable font type and size, such as Times New Roman 12 pt. (Review Chapter 5 for details.) 4. Use graphic elements such as headings and bullet points to emphasize important points. 5. Check mechanics. Spelling errors and typos are deadly on a résumé. Ask someone—whose spelling is better than yours—to proof your paper. 6. Show the you-benefit. Relate your skills to the employer’s needs. 7. Use a simple, direct writing style. Do not write paragraphs; instead, use strong action verbs and clear phrases. 8. Use facts, not opinions; use numbers, statistics, and data whenever you can Content The content in your résumé is how you market yourself to the employer. While you can organize the information in different ways, these elements will provide necessary information. Contact Information In this section, put your name, mailing and e-mail addresses, and phone numbers. Mailing address. Be sure your information is correct and complete. Avoid abbreviations. E-mail address. Be sure that your e-mail address is professional. While your friends may know how to reach you as cutiepie@provider.com, this won’t make a good impression on your potential employer. Set up a new e-mail account with your name—and be sure to check your account daily. Employers may contact you through your e-mail address to set up an interview. From a Survey of Résumé Preferences Among College Recruiters Appearance and Format  66 percent preferred a résumé with no more than two pages; 60 percent preferred one page.  80 percent were interested in neat and clean résumés although most said paper quality was not an issue.  95 percent thought that poor grammar or more than one spelling error would cause lack of interest in a candidate.  86 percent spent only 1-3 minutes examining each résumé. —M.E. Guffey, Business Communication: Process and Product English and Business Communication Chapter 12: The Job Hunt page 167 Phone numbers: Provide your primary phone number as well as any other phone numbers where you can be reached. If you have voice mail, be sure that your message is professional. Just like e-mail, you don’t want cutesy voicemail messages to sabotage your employment chances. Job Objective/Summary of Qualifications (optional) Both the job objective and summary of qualifications are brief introductory elements specific to the job you are seeking. Use the wording from the job announcement to show employers how you meet their needs. A job objective identifies your sense of direction. This is an optional item because some feel this could limit your job opportunities; some say it can be useful to help the recruiter categorize you. The problem with job objectives is they are too vague to be useful. ―Seeking a job that will utilize my skills to advance my career‖ is generic and writer-centered. Susan Ireland, author of The Complete Idiot’s Guide to the Perfect Résumé, believes that by starting your résumé with a job objective section, you immediately tell your potential employer:  What position you are looking for? A résumé without a job objective statement effectively says, "This is what I've done. Could you figure out what I should do next?" —a weak approach. By stating an objective you give your résumé focus and strength.  To whom this document should be directed. It's very likely your envelope will be opened by a clerk in Human Resources. Your Job Objective helps her know which hiring person should receive your résumé. Without that statement, you leave it up to the clerk to decide which department will consider your application.  What level of responsibility you are seeking.  How to interpret all the information on the résumé. The job objective tells the reader, "Everything that follows is relevant to this position." That's an important statement to make! This is a marketing piece, not your life history! A useful job description would be ―Seeking entry-level position in desktop publishing‖ or ―Position as a network administrator that will use my computer knowledge, strong people skills, organizational abilities, and business experience.‖ If you do not have a specific objective for the job for which you are applying, leave the objective for your cover letter. If you choose to write one, make it effective by being as specific as possible about what you want. The goal here is to be specific without being narrow. Résumé Job Objective An alternative to the career objective is a career or skill summary/profile. The Summary of Qualifications also categorizes you and presents your strongest, most impressive, and most relevant qualifications. Look through the job posting using these keywords and requirements. Your summary could be three or four sentences or a bulleted list. See Figure 12.2 Using Keywords from Job Posting. Education In this next section, you will list your education and training. If you’re still in school, you can include your expected graduation date as well as your degree or certification. List every post-secondary school you attended, with the most recent school first, but do not include your high school. Very few employers want to see that. Be sure to include all your training programs related to career goals, including continuing education classes. Should you include your grades? If they are impressive, such as 3.0 or above, or relevant to your job, then list your GPA. Some jobs may include grade qualifications but most do not. Always list relevant certifications or licenses related to your degree or to the job you are seeking. From a Survey of Résumé Preferences Among College Recruiters Education  100 percent want to see college major  85 percent wanted to see college GPA  75 percent did not want to see education prior to high school —M.E. Guffey, Business Communication: Process and Product From a Survey of Résumé Preferences Among College Recruiters Job Objective  78 percent definitely wanted a job objective to appear. —M.E. Guffey, Business Communication: Process and Product http://www.youtube.com/watch?v=4ivCOxYEI_w&feature=player_embedded English and Business Communication Chapter 12: The Job Hunt page 168 Figure 12.2 – Using Keywords from a Job Posting Original Job Posting Summary of Qualifications The successful candidate will be responsible for administering and performing tasks that are required for supporting the operation of the company's network of file and application servers. Also engage in the following:  Write IT Security policies and procedures for networking and application systems.  Monitor and analyze server logs and writing reports.  Monitor the operation and performance of the file servers and local and wide area networks.  Configure and setup routers, switches, and firewalls.  Perform system configurations and setup.  Collaborate on projects initiated by internal departments.  Qualifications for this position include knowledge of Cisco VPN Client; Experience and good understanding of system security management; Working knowledge of maintenance and installation of Cisco equipment. CCNA or CCNP certification is preferred. Over five years experience at network administrator including monitoring server logs and the operation of file servers, configuring and setting up routers, switches, and firewalls. Working knowledge of Cisco VPN client, with CCNA certification. Profile  5-years experience as network administrator  Monitor server logs and operation of file servers  Configure and set up routers, switches, and firewalls  Working knowledge of Cisco VPN  CCNA certification Employment History In this important section, you will list the places you’ve worked as well as your titles and dates of employment. Indicate the name and location (city and state) of your employers. Street addresses, mailing addresses, or phone numbers are not needed here. Arrange this information in reverse chronological order beginning with the most recent. If you have been in the job market for awhile, list your most recent employers; in general, don’t go back more than ten years. Guidelines 1. In a bulleted list, describe your job duties and responsibilities, especially those that relate to your employer’s needs. Be specific. 2. Use strong action verbs to explain your accomplishments. See Figure 12.3 Action Verbs for Résumés. 3. Use the correct verb tense. Use present tense verbs (assemble, coordinate) for your current duties; use past tense verbs (produced, revised) to describe former activities. 4. Use concrete data to support your statements. Weak: Was supervisor of computer technicians. Stronger: Supervised five computer technicians. Weak: Filled out company reports. Stronger: Completed monthly reports ahead of deadline with 95 percent accuracy. From a Survey of Résumé Preferences Among College Recruiters Work Experience  99 percent wanted to see a work experience section  94 percent wanted to see dates of employment  74 percent wanted statements explaining work experience —M.E. Guffey, Business Communication: Process and Product English and Business Communication Chapter 12: The Job Hunt page 169 Figure 12.3 – Action Verbs for Résumés achieved contracted expedited judged processed served acted controlled experimented kept produced set goals activated coordinated explained launched programmed sewed adapted corresponded expressed learned projected shaped addressed counseled extracted lectured promoted shared adjusted created fabricated led proofread showed administered critiqued facilitated lifted protected sketched advised dealt familiarized listed provided sold aided decided fashioned listened publicized solved allocated defined filed loaded published sorted altered delegated financed logged purchased specified analyzed delivered fixed made questioned spoke anticipated demonstrated followed maintained raised stimulated applied described forecast managed read streamlined approved designed forecasted manipulated realized strengthened arbitrated detailed formed marketed reasoned studied arranged detected formulated mediated received summarized ascertained determined founded memorized recommended supervised assembled developed gathered modeled reconciled supplied assessed developed gave moderated reconciled supported assigned devised generated modified recorded surveyed assisted diagnosed guided molded recruited symbolized attained directed handled monitored reduced synergized audited discovered headed motivated reevaluated synthesized authored dispatched helped navigated referred systematized balanced dispensed hypothesized negotiated refined talked brought displayed identified observed rehabilitated taught budgeted disproved illustrated obtained rejected tended built dissected imagined offered related tested calculated distributed implemented operated remodeled trained catalogued diverted improved ordered rendered transcribed chaired drafted improvised organized renegotiated translated charted dramatized incorporated originated repaired traveled checked drew increased outlined reported treated clarified drove influenced overhauled represented troubleshot classified edited informed oversaw researched tutored coached educated initiated painted resolved typed collected eliminated innovated perceived responded unified communicated empathized inspected performed restored united compared enabled inspired persuaded retrieved updated compiled encouraged installed photographed reunited upgraded completed enforced instituted piloted reviewed upheld composed engineered instructed planned rewrote used computed enlisted integrated played risked verbalized conceived established interpreted predicted scheduled warned conceptualized estimated interviewed prepared screened washed conducted evaluated introduced prescribed searched weighed conserved examined invented presented selected wired consolidated executed inventoried printed sensed worked constructed expanded investigated prioritized separated wrote English and Business Communication Chapter 12: The Job Hunt page 170 Exercise 1: Revise these job duties. 1.1 I took care of computers. 1.2 I looked into buying new cell phones. 1.3 Daily reports were prepared. 1.4 Did spreadsheets. Skills In this section, you should include such skills as foreign languages and computer expertise. Focus on those that relate to the job you are seeking and report them accurately. Two semesters in high school Spanish does not necessarily make you proficient in Spanish. Instead, saying that you have basic Spanish skills is honest and can be verified. If you write that you have management skills, then your future employer should be able to verify that with a reference check. Computer skills can be broken out into categories to give the recruiter an idea of the scope of your expertise. Example 1 Technical Skills: Languages: C#, C++, ASP.NET, SQL, PHP, HTML, Java Script, XML Software: InstallShield, Visio, CruiseControl.NET, Flash, Dreamweaver Platforms: Windows Vista, XP, 2003 and UNIX Databases: SQL Server 2000 & 2005, MS Access Version Controls: Visual SourceSafe Example 2 Skills Computer Software: Microsoft Office, Adobe InDesign Languages: Proficient in French; Basic Skills in Spanish Printing Equipment: Wide format printers; Xerox Docutech, 700 Digital Color Press Activities and Accomplishments (optional) In this section, you can emphasize accomplishments, rather than responsibilities; include hobbies and military service if relevant to career goals. A word of caution here: avoid listing religious or political organizations or affiliations, unless they are relevant. If the employer is looking for someone with organizational skills, you can mention that you organized volunteers for a political campaign without mentioning the specific party or candidate. If the potential employer is a religious organization, then your affiliation might be an advantage. Omit personal data such as marital status or personal interests. Do not refer to race, age, gender, religion, politics, and national origin. Should you include references? Not on a résumé. You have only one or two pages to make an impression. To say that ―references are available upon request‖ is stating the obvious. Don’t waste space on this useless statement. Remember that your goal is to get an interview. When this happens, bring copies of your résumé with you along with names and addresses of your references. For your references, list people who can vouch for your qualifications, job performance, and professional accomplishments. Always ask their permission to list them as references. Avoid listing personal references such as your clergy or friends. From a Survey of Résumé Preferences Among College Recruiters References  50 percent thought the statement ―References available on request‖ is unnecessary  75 percent did not want references on the résumé. —M.E. Guffey, Business Communication: Process and Product English and Business Communication Chapter 12: The Job Hunt page 171 A final note here to the elements of a résumé: you can re-arrange these sections as necessary. For example, if your education, degrees, and certifications are recent, keep your education section at the top of your résumé; however, if you’ve been out of school for awhile, put your work experience first. Organizing Your Résumé Traditional résumés have three organizational plans—chronological, functional, or combined—and your choice depends on your background and your goals. Chronological The chronological résumé is the approach preferred by many employers because they are familiar with it and can find information easily. It lists positions in reverse chronological order. See Figure 12.4 Template for Chronological Résumé. Advantages: This is a good choice if you have a strong work history and are looking for a similar position. It shows your career growth, continuity, and stability; it emphasizes your most recent employment. Disadvantages: This does not communicate general strengths and qualities. It shows gaps in employment and it dramatizes short-term employment. It may not be a good choice if you are a new graduate or seeking a career change. Functional The functional résumé emphasizes your accomplishments and skills and puts your employment history and education in subordinate sections. See Figure 12.5 Template for Functional Résumé. Advantages: If you are a new graduate, changing careers, or have breaks in employment, this format can be effective. Disadvantages: Employers may not prefer this because they are not familiar with it. It does minimize experience with a specific employer. Combined The combination résumé includes the best features of the chronological and functional format. You can target your résumé for a specific employer by identifying your capabilities and skills as well as include a brief employment history. See Figure 12.6 Template for Combined Résumé. Advantage: If you have a clear idea of what the employer wants and can show you have that ability, then this format is effective. Disadvantage: This format is somewhat longer and repetitious. From a Survey of Résumé Preferences Among College Recruiters Chronological  67 percent preferred the historical/chronological format —M.E. Guffey, Business Communication: Process and Product From a Survey of Résumé Preferences Among College Recruiters Functional  45 to 60 percent were neutral about the functional format —M.E. Guffey, Business Communication: Process and Product From a Survey of Résumé Preferences Among College Recruiters Other Format  Recruiters definitely disliked an informal or imaginative format. —M.E. Guffey, Business Communication: Process and Product English and Business Communication Chapter 12: The Job Hunt page 172 Figure 12.4 – Template for Chronological Résumé JobStar Résumé Guide - Template for Chronological Résumés http://jobstar.org/tools/résumé/tempchr.php English and Business Communication Chapter 12: The Job Hunt page 173 Figure 12.5 – Template for Functional Résumé NAME Street  City, State, Zip  Phone  E-mail Objective Describe the type of work you’re looking for and, if appropriate, your most relevant qualifications. Summary Give an overview of your relevant experience, especially if it’s extensive. If you don’t have much experience, don’t include this section. Skill Title Group your skills and characteristics (from three to six) under skill titles, listed separately. Include skills that are relevant to the position you’re applying for, such as Communication, Customer Service, Organizational or Teamwork. Skill Title Support each skill or characteristic with a detailed example of how you’ve used it. For example, under Organizational Skills, describe what you organized and what the results were. Skill Title Use expressive words that will stand out whether an employer is scanning résumés electronically or visually. Skill Title Avoid self-evaluation. For example, under Customer Service skills, instead of writing ―provided excellent service,‖ write: ―improved customer satisfaction ratings.‖ Even better, tell how much the ratings improved or list any recognition (for example, employee of the week) you received. Experience Rather than listing your work or volunteer experience chronologically and specifically, describe it in general terms. For example, rather than writing ―2000–2003: worked as a computer technician with Best Buy,‖ write: ―Over three years experience as computer technician with Best Buy.‖ If you feel you must include some dates, emphasize them as little as possible (e.g. avoid listing dates in the left margin). Other Include your education (especially if it’s recent or relevant), personal information, interests and so on as space allows. Functional Résumé Online: http://alis.alberta.ca/pdf/tips/Functional_Résumé_Outline Résumé Basic Training http://www.youtube.com/watch?v=60fZmu6_b2M&feature=related English and Business Communication Chapter 12: The Job Hunt page 174 Figure 12.6 – Template for Combined Résumé JobStar Résumé Guide - Template for Functional Résumés http://jobstar.org/tools/résumé/tempfun.php English and Business Communication Chapter 12: The Job Hunt page 175 Electronic/Computer Friendly Résumés In addition to the print versions of your résumé, you should also re-format your résumé for other delivery methods. These include a scannable version, a plain-text version, and an e-mail version. Scannable Version Many large companies use applicant tracking software with optical-character recognition to scan incoming résumés, identify job categories, and rank applicants. Some companies use résumé databanks to search for job applicants. So that your résumé is scanned and sorted correctly, you need to revise your print version in two ways: add a keyword summary and simplify the formatting. See Figure 12.8 Computer-Friendly Résumé. Add a Keyword Summary A keyword summary is a list of nouns that contains your targeted job title, previous job titles, interpersonal skills, software and hardware skills, professional jargon, education, experience, and awards. Tailor your keyword summary to job announcement. Look at the highlighted words in Figure 12.7 Keyword Summary. If you were applying for this job as a Java developer, you would choose the nouns that most accurately apply to you. Search other job postings or job descriptions for additional keywords. Review your Personal Inventory (Figure 12.1) and use those keywords. In general, a keyword summary should include 25-35 terms. Figure 12.7 – Keyword Summary Original Job Posting for a Java Developer Keyword Summary A.A.S. Information Systems, American College of Technology. Software Developer. Infrastructure Support. Service External Clients. Transaction Processing, Client Reporting, Portfolio Accounting. Support Infrastructure. 4 Years Development Experience; Strong Java, Unix/Linux, ksh, Perl. Strong Communication and Analytical Skills The roles in the Prime Brokerage Technology group are for software developers that will develop, enhance and support applications and systems which allow our business to service external Hedge Fund clients and their investors. These systems include transaction processing engines, client reporting, and portfolio accounting. RESPONSIBILITIES: -Participate in and/or take the lead on small to medium size projects that enhance the client product offering. -Develop, maintain and support infrastructure around the core Prime Brokerage applications that provide daily reporting data to external clients. -Design and implement solutions to improve application throughput and stability. -Work closely with internal users to design/enhance solutions to client requirements. -The development team works closely with other technology teams and hence good communication skills are essential. SKILLS/EXPERIENCE: - 4 years development experience - Strong Java - Unix/Linux, ksh, Perl - SQL Server/Sybase - Strong communication and analytical skills English and Business Communication Chapter 12: The Job Hunt page 176 Simplify the Formatting To be sure your résumé scans correctly, you want to strip away any elements that could confuse the computer. Mary Ellen Guffey, author of Business Communication: Process and Product, offers these first eight guidelines; I’ve added number nine. Guidelines 1. Avoid unusual typefaces, underlining, and italics. Don’t use boxing, shading, or other graphics to highlight text; these features scan poorly. Avoid fancy bullets; instead use whatever is on the keyboard such as asterisks or hyphens. You can use capital letters to make titles stand out. 2. Use 10 to 14 point type. Because touching letters or unusual fonts are likely to be misread, it’s safe to use a large, well-known font. Scanners read best when the text is a simple, easy-to-read serif type like Times New Roman. This may mean your résumé will require two pages. After printing, inspect your résumé to see if any letters touch, especially your name. 3. Use smooth white paper, black ink, and quality printing. Avoid colored and textured papers. Laser printers are best for these. 4. Be sure your name is the first line on the page. Don’t use fancy layouts that may confuse a scanner. Be sure your name is on each page. 5. Provide white space. To ensure separation of words and categories, leave plenty of white space. For example, instead of using parentheses to enclose a telephone area code, insert blank spaces. Leave blank lines around headings. 6. Avoid double columns. When listing job duties, skills, computer programs, and so forth, don’t tabulate items into two- or three-column lists. Scanners read across and may convert tables into gobbledygook. 7. Don’t fold or staple your résumé. Send it in a large envelope so that you can avoid folds. Words that appear in folds may not be scanned correctly. Avoid staples because the indentions left after they are removed may cause pages to stick. 8. Use abbreviations carefully. Minimize unfamiliar abbreviations, but maximize easily recognized abbreviations—especially those within your field, such as CAD, COBRA, or JIT. When in doubt, though, spell it out! 9. Align left; do not tab. Keep everything aligned to the left. Do not tab or center any text. Plain-Text Version The plain-text version is very similar to the scannable résumé. You have added your keyword summary and stripped away the graphic elements. Now save your file as a .txt document. Use this ―text-only‖ copy when you need to copy and paste your résumé into an online application. E-Mail Version The e-mail version is another example of a text-only copy but you need to revise your résumé to meet length-of-line restrictions in e-mail. Depending on the font size, the general rule is to keep the line length between 65-78 characters to avoid awkward line breaks and wraps. IT-related Keywords Application Development Architecture C++ Component Development Computer Science Consultant Data Warehousing Database Development Database Manager Delivery Systems Fortune 100/200/500 Framework Information Technology Management Infrastructure Java Knowledge Management Network Administration Network Solutions Oracle Project Management Software Engineering Solutions Strategies SQL Systems Development Technical Support Technology Technology Training UNIX Visual Basic XML English and Business Communication Chapter 12: The Job Hunt page 177 Electronic Résumés from Employers' Perspectives Figure 12.8 – Computer Friendly Résumé IMA LOOKIN 1234 Fiction Street St. Joseph, MO 64501 ilookin@provider.com 555 123 4444 OBJECTIVE Position as a network administrator that will use my computer knowledge, strong people skills, organizational abilities, and business experience. EDUCATION A.A.S. Information Systems and Network Administrator American College of Technology St. Joseph, MO KEYWORD SUMMARY A.A.S. Information Systems, American College of Technology. Software Developer. Infrastructure Support. Service External Clients. Transaction Processing, Client Reporting, Portfolio Accounting. Support Infrastructure. 4 Years Development Experience; Strong Java, Unix/Linux, ksh, Perl. Strong Communication and Analytical Skills RELATED EXPERIENCE Sam’s Computer Systems, St. Joseph, MO, 2007-present Assistant Network Administrator -Administer network workstations, utilizing one or more TCP/IP or non-TCP/IP networking protocols and/or one or more UNIX-based or non-UNIX based operating systems. -Evaluate and/or recommend purchases of computers, network hardware, peripheral equipment, and software. -Investigate user problems, identify their source, determine possible solutions, test and implement solutions. -Install, configure, and maintain personal computers, Novell networks, UNIX workstations, file servers, Ethernet networks, network cabling, and other related equipment, devices, and systems; adds or upgrades and configures modems, disk drives, data acquisition boards, CD ROM units, printers, and related equipment. -Perform and/or oversee software and application development, installation, and upgrades. Special résumé designed specifically to paste in e-mail and for scanning. http://www.businesscommunicationblog.com/blog/2009/10/01/electronic-resumes-from-employers039-perspectives/ English and Business Communication Chapter 12: The Job Hunt page 178 Cover Letter A cover letter is a way of introducing yourself and asking for an interview. Just as you gear your résumé towards a particular position, you gear your cover letter to a specific employer. You’ll also get better results if you address the letter to a specific person. This may require some research on your part, but the extra effort often pays off. Even though your cover letter will be similar in organization and content, never send a generic form letter. The contents of your letter should respond to the requirements of the position and shows employers how you can meet their needs. Writing Your Résumé Cover Letter Because it is a sales message, you can use the persuasive pattern by opening with a hook to get the reader’s attention, using the middle paragraphs to create an interest and build a desire, and close by motivating the reader to act—in this case, to call you in for an interview. Figure 12.9 provides you with a template for writing a cover letter. Are you sending or responding to a job posting via e-mail? Follow this same organizational pattern in the body of your e-mail message and attach your résumé. Figure 12.9 – Cover Letter Template 1234 Fiction Street St. Joseph, MO 64501 January 10, 20xx Person’s Name, Title Company Name Street Address, City, State Zip Dear Mr./Mrs./Ms. Name: First Paragraph: In your opening paragraph, state why you are writing this letter. Indicate the specific position or type of work for which you are applying. Indicate how you learned of this opening (placement office, classified ad, job board, employment service, name of friend/family). In this brief paragraph, you might present your strongest or most relevant qualification. Second Paragraph: To create interest, use this next paragraph to indicate why you are interested in this position, the company, its products, or its services. Be sure to focus on the ―you-benefit by explaining what you can do for the employer. If you are a recent graduate, explain how your academic background has prepared you for this position. If you have experience, point out your specific achievements or qualifications. You can use some of the information from your résumé but do more than repeat. Third Paragraph: To build desire, refer the reader to your enclosed résumé which summarizes your qualifications, training, or experiences. Continue selling yourself to the prospective employer. Link your education and experience to the desired position. Use the keywords from the job announcement. Present evidence of your qualities and attitudes that would make you an attractive candidate. Final Paragraph: Now, you should motivate your reader to act. Be assertive—but not demanding—and request an interview, indicating your flexibility for time and place. Repeat your phone number or e- mail address. Close with a question that will prompt a response. For example, tell the reader that you will call next week to set up a time. Express appreciation. Sincerely, Ima Lookin Ima Lookin Enclosure: Résumé http://www.youtube.com/watch?v=iHl1NZAmAD4 English and Business Communication Chapter 12: The Job Hunt page 179 Writing a Thank-You Note Want to stand out from the competition? Write a thank you note after you have interviewed for a position. You’ve gotten the employer’s attention with your cover letter and résumé and earned an interview. Now, here’s one more opportunity to put your name and qualifications in front. You can write a letter, a note card or an e-mail but, within a few days after your interview, express your thanks. Acknowledge the interviewer’s time and courtesy and restate the specific job for which you have applied. See Figure 12.10 Sample Thank-You Note. A thank-you note is a routine message so use the direct pattern. Be brief, polite, and ask politely for a decision. Figure 12.10 – Sample Thank-You Note Job Boards Where did you learn about the job you currently have? In many cases, people find jobs through other people: families, friends, acquaintances. As you advance in your career, you will probably need to broaden that range to include outside resources, and the number of outside resources is staggering. Rather than surf indiscriminately all over the Internet, choose a few comprehensive sources. Learn to narrow your search by job titles and locations. If you’re not interested in moving, then those jobs far away from home are not relevant. Instead, check out your state employment agency first and your local newspapers second. Below are a few sites you can review.  USAJOBS - The Federal Government's Official Jobs Site at http://www.usajobs.gov/  Find Your State Job Bank at http://www.jobbankinfo.org/  Studentjobs.gov : Building America's Future at http://www.studentjobs.gov/ http://www.usajobs.gov/ http://www.jobbankinfo.org/ http://www.studentjobs.gov/ English and Business Communication Chapter 12: The Job Hunt page 180 But before you send in that résumé, do your due diligence. Research that company to be sure you want to work there. In addition to salary and benefits, what is the company culture? Is this a company with which you can grow? 150 Funniest Résumé Mistakes, Bloopers and Blunders Ever Assignment 12.1: Preparing Your Employment Package Directions: Now is the time to begin setting up your employment package. Find a job opening that interests you and write one-page letter of application introducing your résumé. Then prepare a traditional 1-2 page résumé targeting a full-time job, a part-time position, or an internship. This can be a chronological, functional or combination résumé depending on your personal situation. If you already have a résumé, update it to meet the criteria discussed in this chapter. Next prepare an electronic/scannable résumé following the guidelines. Last write a thank you letter or note card expressing your appreciation for interviewing with a particular company. Assignment 12.2: Job Searching on the Web Directions: Although most people find their jobs by networking through other people, you still want to know what resources are available to you. In this assignment, you will visit a variety of websites to check out what they can offer you in your job hunt. 1. Go to Yahoo! Hot Jobs. Is there a fee for posting job notices here? 2. Go to the Occupational Outlook Handbook. Research the future of your chosen profession. 3. Go to Careerpath.com and search for job listings in one or more newspapers. 4. Go to Monster.com and click on Job Hunt Strategy (at the bottom of the page). Which of these resources can you use? http://jobmob.co.il/blog/funniest-resume-mistakes/ http://hotjobs.yahoo.com/ http://www.bls.gov/OCO/ http://www.careerpath.com/ http://www.monster.com/ English and Business Communication References page 181 References Print Sources: Alred, Gerald J., Charles T. Brusaw, and Walter E. Oliu. The Business Writer’s Companion. 2 nd edition. Boston: Bedford/St. Martin’s 1999. Bovée, Courtland L and John V. Thill. Business Communication Today. 6 th edition. New Jersey: Prentice Hall, 2000. Guffey, Mary Ellen. Business Communication: Process and Product. 4 th edition. Thomson—South- Western, 2003. ---. Business English. 9 th edition. Thomson—South-Western, 2008. ---. Essentials of Business Communication. 7 th edition. Thompson—South-Western, 2007. Lesikar, Raymond V., Ph.D., and Marie E. Flatley, Ph.D. Basic Business Communication: Skills for Empowering the Internet Generation, New York: McGraw-Hill Irwin, 2005. Locker, Kitty O., and Stephen Kyo Kaczmarek. Business Communication: Building Critical Skills. New York: McGraw-Hill Irwin, 2004. Ober, Scott. Contemporary Business Communication. 3 rd edition. Boston: Houghton Mifflin Company. 1998. Thill, John. and Courtland L. Bovée. Excellence in Business Communication. 8 th edition. New Jersey: Prentice Hall, 2008. Electronic Sources are documented and hyperlinked within text.

Directions: ―Jabberwocky‖ is a nonsense poem by Lewis Carroll. Read the poem first to get an idea of the story. Then locate the familiar words and label the parts of speech. Next look at the nonsense words and label those parts of speech. Example: He took his vorpal sword in hand. We know that a sword is a noun. So, vorpal must be an adjective because it modifies or describes the word sword.

An easy way to figure out which are the nonsense words is to copy the poem into Word and note the words that are underlined in red. Copy each word (hint there are 37), tab over and write the part of speech based on its use in the sentence.

If you get stumped, try going to this website for a little help:

http://www.ehow.com/how_2279445_teach-parts-speech-using-jabberwocky.html