Module 25

            Module 25 is titled “Using Visuals.”  The module advises that using charts and graphs help make numbers meaningful and thus help communicate your points in oral presentations, memos, letters, reports, and meetings.  It is recommended that visuals be used in both the rough draft and final presentation or document.  Use visuals to make your points more vivid.  Readers skim memos and reports, but a visual catches their eye.  Visuals help to emphasize information that might be skipped if it is buried in a paragraph.  They also present information more compactly and with less repetition than words alone.  It also will focus the information that decision makers need.  The number of visuals that you need to use will depend on your purpose, the kind of information being presented, and your audience.  When using a chart, check to make sure the data is reliable.  The chart is only as good as the data it contains.  Every visual should tell a story.  Focus on the topic and simplify the data.  The relationships and changes should be described in a sentence, and the sentence can also serve as the title of the visual.  Visuals are not interchangeable so choose the visual that best matches the purpose of presenting the data.  Use tables when the reader needs to be able to identify exact values.  To compare a part to a whole, use a pie chart.  In order to compare one item to another or items over time, use a bar chart or a line graph.  Be careful when using colors in your visuals.  Your readers might try to interpret the colors, or different meanings might be assigned to the colors based on your audience’s national background and profession.  Connotations for colors vary from culture to culture.  In memos and reports, resist the temptation to make your visual “artistic”.  Always double check your visuals to be sure that the information is accurate.  For presentations, simplify your paper visuals.  To simplify a complex table, divide it into several visuals.  You can even cut out some of the information, round off the data, or present the information in a chart.  Visuals used for presentations should have a title.

            One section in Module 25 is “What design conventions should I follow?”  This section advises that every visual should have six components.  A visual should have a title that tells a story that the visual shows.  It should also have a clear indication of what the data are.  The visual should contain clearly labeled units.  It should also contain labels or legends, identifying axes, colors, and symbols.  Everything the visual contains should be easily identified.  The source of the data should also be included, along with the source of the visual.  Use tables only when you want the audience to focus on specific numbers.  Pie charts force the audience to measure area.  Bar charts are easy for your audience to interpret, because they ask people to compare distance along a common scale.  Grouped bar graphs allow you to compare several aspects of each item or several items over time.  Segmented, subdivided, or stacked bars sum the components of an item.  Deviation bar charts identify positive and negative values or winners and losers.  Paired bar charts show the correlation between two items.  Histograms and pictograms use images to create the bars.  Line graphs are also easy to interpret.  Use line graphs to compare items over time, to show frequency or distribution, and to show correlations.

Module 20

            Module 20 is titled “Making Oral Presentations.”  This module tells us that making a good oral presentation involves more than just a good delivery. It requires the development of a strategy that fits your audience and purpose.  Oral presentations must inform, persuade, and build goodwill, which are the same requirements for written documents.  There are three ways described in the module to deliver your oral presentation.  In a monologue presentation the speaker speaks without interruption, and questions by the audience are held at the end.  The text recommends a guided discussion.  In a guided discussion the speaker presents the questions or issues that both the speaker and audience have agreed on in advance.  The speaker functions as a facilitator to help the audience tap its own knowledge.  The third type of oral presentation is a sales presentation.  The sales representative uses questions to determine the buyer’s needs, probe objections, and gain temporary and then final commitment to the purchase.  In all oral presentations the speaker needs to be able to make his ideas relevant to his audience by linking what he says to their experiences and interests.  The use of well designed visuals can give your presentation a professional image, and serve as an outline for your talk.  The module recommends making only one point with each visual and giving each visual a title that makes a point.  There are five standard patterns in presenting an oral presentation.  The chronological starts with the past, moves to the present, and ends by looking ahead.  The problem cause solution pattern explains the symptoms of the problem, identifies its causes, and suggests a solution.  This pattern works best when the audience will find your solution easy to accept.  The excluding alternatives pattern explains the symptoms of the problem.  The speaker then explains the obvious solution first and shows why they will not solve the problem.  He ends by discussing a solution that will work.  This pattern may be necessary when the audience will find your solution hard to accept.  The pro-con pattern gives all the reasons in favor of something first, then those against it.  This pattern works well when you want the audience to see the weaknesses in its position.  The final pattern is 1-2-3, which discusses three aspects of a topic.  This pattern works well when giving a short informative briefing. 

            One of the sections in Module 20 is “What are the keys to delivering an effective presentation?”  Audience members want to feel as though the speaker is talking directly to them, and that you care that they understand and are interested.  Feeling nervous is normal, but you can channel that nervousness to help you deliver your best.  The module advises that in order to do this, that you must be prepared.  The speaker must analyze his audience, check on all the arrangements, practice your opener and close, and organize your thoughts.  It also recommends that you contract and then relax all of your muscles, and then take several deep breaths from your diaphragm.  Pause and look at the audience before you begin speaking, and concentrate on communicating well.  Use your body energy in strong gestures and movement.  Look directly at the people you are talking to.  The point in making eye contact is to establish one-on-one contact with the individual members of your audience.  Stand with your feet far enough apart to maintain good balance.  The module recommends using notes unless you are making a very short presentation.  Most speakers like using 4 by 6 or 5 by 7 inch cards because they hold more information.  Look at your notes infrequently.  If you have lots of visuals and know your topic well, you may not need note cards.  Keep the room lights on if possible because turning them off makes it easier for people to fall asleep.

Module 3

            Module 3 is titled “Communicating Across Cultures.”  The module advises that in any organization, you will work with people whose backgrounds differ from yours.  Each of us grows up in a culture that provides patterns of acceptable behavior and belief.  We may not be aware of some of the most basic things in our own culture until we come in contact with people who do things differently.  The text describes two types of cultures.  One is high-text culture, where most of the information is inferred from the context of the message as little of the information is spelled out.  The Japanese, Arabic, and Latin America are high context cultures.  The other is low-context culture, where context is less important as most of the information is explicitly spelled out.  German, Scandinavian, and the United States are low-context cultures.  Most cultures are more formal than the United States.  When you write to international audiences, use titles, not first names.  Avoid contractions, slang, and sports metaphors.  The patterns of organization that work for North American audiences, may need to be modified for international correspondence.  The text recommends being sensitive and flexible when communicating with many different cultures.  Start by using nonsexist, nonracist, and nonagist language.  Use bias free language. 

            One section of Module 3 is “How can I make my documents bias-free?”  Make your language nonsexist, in this way it treats both sexes neutrally.  Use neutral titles which do not imply that a job is held by a man or a woman.  When you write about a specific person, use the appropriate gender pronouns.  Language is nonracist and nonagist when it treats all races and ages fairly, avoiding negative stereotypes of any group.  Only give someone’s race if it is relevant to your story.  Avoid the use of any terms that suggest that competent people are unusual.  When talking about people with disabilities and diseases, focus on the person and not their condition.  Do not use negative terms, unless the audience prefers them.  When using visual effects, choose bias-free photos and illustrations.  The module stated that Microsoft’s U.S. Web site showed two men, one Asian and one black.  But on the Web site of a European affiliate, the black man’s head was replaced with that of a white man, but his hands were left unchanged.  After criticism for altering the man’s race, the company apologized.

Module 24

            Module 24 is titled “Long Reports.”  Formal reports differ from informal letters and memo reports by their length and by their various components.  A formal report is not required to, but may contain all of the following components:  cover, title page, letter of transmittal, table of contents, list of illustrations, executive summary, and report body.  The title page contains four items:  the title of the report, whom the report is prepared for, whom it is prepared by, and the release date.  The writer should use a memo of transmittal if you are a regular employee of the organization for which you prepare the report, and use a letter if you are not.  The transmittal transmits the report and orients the reader to the report, and builds a good image of the report and the writer.  The table of contents list the headings exactly as they appear in the body of the report.  The list of illustrations includes both tables and figures.  Tables include words or numbers, and figures are everything else (bar graphs, pie charts, maps, drawings, photographs, computer printouts, etc.).  An executive summary tells the reader what the document is about.  The writer must know the report’s recommendation and support in order to write the executive summary.  The report body includes an introduction, background or history, and conclusions and recommendations.  The introduction of the report contains a statement of purpose and scope.  It also may contain limitations, assumptions, and methods.  The background and history are not only important for your current audience but also audiences in the future that may review this report.  Conclusions summarize points made in the body of the report, and recommendations are action items that would solve or partially solve the problem.

            One section detailed in Module 24 is “I’ve never written anything so long.  How should I organize my time?  This section recommends that you write parts as soon as you can, and spend most of your time on sections that support your recommendations.  To use your time efficiently, the writer should think about the parts of the report before he begins writing.  Most of the introduction will come from your proposal with only minor revisions.  The bibliography from your proposal can form your first draft of your references or works cited.  This section recommends that the writer save a copy of his questionnaire or interview questions to use as an appendix.  When you tally and analyze the data, prepare an appendix summarizing all the responses to your questionnaire, your figures and tables, and a complete list of references or work cited.  You can write the title page and the letter of transmittal as soon as you understand what your recommendation will be.  Write the important sections first in order to take care of the main substance of your report.

Module 23

            Module 23 is titled “Short Reports.”  Whenever you have a choice between writing a short report or a long report, the module recommends that you write a short report.  Do not put information in the report because you have it available or because you researched it but have not used it in the report.  Only choose the information the reader needs to make a decision.  There were three different kinds of reports described in the module.  Informative and closure reports summarizes completed work or research that does not result in action or a recommendation.  This type of report has an introductory paragraph, chronological account, and a concluding paragraph. Feasibility reports evaluate several alternatives and recommends one of them.  Justification reports recommend or justify a purchase, investment, hiring, or change in policy.  The writer needs to indicate what you are asking for and why it is needed.  Also briefly give the background of the problem or need, and explain each of the possible solutions.  Summarize the action needed to implement your recommendation, and ask for the action you want.  The module advises that informative, feasibility, and justification reports will be more successful when you work with the readers’ expectations for that kind of report.  If the reader will be reluctant to grant your request, the module offered a variation of the format used in Module 12.  It recommends describing the organizational problem which your request will solve and show why easier or less expensive solutions will not solve the problem.  Present your solution impersonally, and show that the disadvantages of your solution are outweighed by the advantages.  Summarize the action needed to implement your recommendation and then ask for the action that you want.

            One section detailed in Module 23 is “Should I use the same style for reports as for other business documents?”  The module recommends using a formal style in your report, and avoid using any contractions or slang.  Avoid the word you, because when multiple audiences review your report, it might not be clear who you is.  Also due to the multiple audiences, include in your report all the definitions and documents needed to understand the recommendations.  Say what you mean, choose the right words carefully.  By using the wrong word or words that are not accurate and concise will damage your report.  People that read your report may know very little about your subject.  Put the meaning of your sentence in the verbs and this will help you to say what you mean.  You also want to tighten your writing by eliminating unnecessary words, using gerunds and infinitives, and combining sentences.  Reword your sentences to reduce the number of words.  The module also recommends the using of blueprints, transitions, topic sentences, and headings.  Blueprints are overviews or forecasts that tell the reader what you will discuss in a section or in the entire report.  You can make your blueprint easier to understand by telling the reader how many points there are and by numbering them.  Transitions tell the reader if you are staying on point or shifting to a new point.  A topic sentence summarizes the main idea of a paragraph.  Headings are short words or phrases that identify the different sections of the report.  Topic headings focus on the structure and set up of the report.           

Modules 27 and 28

            Module 27 is titled “Resumes.”  A resume is a persuasive summary of you qualifications for employment.  Usually resumes are screened in two ways.  The employer will separate the documents into two piles: “reject” and “maybe”.  The module describes that in the first round review of your resume it may get as little attention as a few seconds.  The employer will then go through the “maybe” pile again weeding out more documents.  Some companies can get up to 2,000 resumes a week, which means the average resume may only get reviewed the second time around for only 10 to 30 seconds.  The remaining documents will then be reviewed more carefully to choose the people who are invited for interview.  Your resume may also be electronically scanned into a job-applicant tracking system.  That means that the first set of cuts is done by the computer.  The employer specifies the key words from the job description, listing the knowledge, skills, and abilities that the ideal applicant would have.  Sometimes the employer also includes personal characteristics (hard worker, good writer, willing to travel).  The employer receives the resumes that match the key words.  You need to have a paper resume and a scannable resume.  You want to show more than just a list of what you have done.  Showed how it helped the organization, increased sales, saved the company money, or supervised five people.  Emphasize achievements that are most relevant to the position for which you are applying, and show your superiority to other applicants.  Use jargon and buzzwords for the industry and organization.  Include skills that are helpful in almost every job.  Consider using a career objective with the employer’s name.  You may have to have several resumes to adapt to different employers.

            One of the sections in Module 27 is “What kind of resume should I use?”  The first point that is made is to choose the kind of resume that makes you look best.  The two basic kinds of resumes are chronological and skills.  A chronological resume summarizes what you did in a timeline, by starting with the most recent events and going backward in reverse chronology.  It emphasizes degrees, job titles, and dates.  It is the traditional resume format.  The module recommends using a chronological resume when your education and experience show.  A skills resume emphasizes the skills you have used, rather than the job or the date you used them.  Use a skills resume when your education and experience are not the usual route to the position for which you are applying, or when you are changing fields.  You want to combine experience from paid jobs, activities, or volunteer work.  Your recent work history may create the wrong impression.  Both kinds of resumes omit I and use sentence fragments punctuated as complete sentences.  Complete sentences are acceptable if they are brief.  Me and my are acceptable if they are unavoidable.  Both kinds of resumes can use bullet points, and both use details.  

            Module 28 is titled “Job Application Letters.”  The purpose of a job application letter is to get an interview.  The module advises that in the letter the writer must focus on the major requirements of the job you are applying for.  It must also focus on points that separate you from other applicants, and shows your knowledge of the organization.  Emphasize points that employer’s value such as your ability to write and speak effectively, solve problems, and the ability to get along with people.  In order to make your application letter professional, the module recommends creating your letter on a computer and use a standard font (Times Roman, Palatino, Arial, or Helvetica) in 11 or 12 point type.  You should address your letter to a specific person.  If it is a woman, then call the office and find out how she prefers being addressed.  Do not mention relative’s names, but it is alright to mention other names that the reader knows.  Omit personal information that is not related to the job.  Unless applying for a creative job use a conservative style in your letter.  Avoid contractions, sentence fragments, clichés, or slang.  Edit the letter very carefully and proof it several times to make sure it is perfect.  The module described two types of letters.  You are encouraged to write a solicited letter when you know that the company is hiring.  You may have seen an ad, been advised by a professor or friend, or read about a position in a trade magazine.  Sometimes though the advertised position is not the one you are interested in.  Then you can write a prospecting letter.  The text used the example of prospecting for gold.  Prospecting letters may allow you to tap into a hidden job market.  Companies have been known to create positions to get a good person who is on the market.  Even in a hiring freeze, a position is sometimes created for specific individuals.

Module 22

            Module 22 is titled “Finding, Analyzing, and Documenting Information.”  One section of Module 22 is “How do I write questions for surveys and interviews?”  A survey questions a large group of people called respondents or subjects.  The module advises that the easiest way to ask a lot of questions in a survey is by having a written questionnaire that the respondents fill out.  An interview is a structured conversation with someone that can provide you with useful information.  The surveys and questions can be useful only if the questions are well designed.  You want to phrase questions that will not bias the response, and avoid questions that make assumptions about your subjects.  Use words that mean the same thing to you and your respondents.  The module describes two different types of questions.  One is closed questions that have a limited number of possible responses, and the other is open questions that do not lock the subject into a particular response.  Closed questions are easier for subjects to answer and faster for researchers to score.  Whenever you ask a multiple choice question, make sure that only one answer fits the question.  Otherwise the data will be unreliable.  Another type of question that is also used in surveys is called a branching question, which directs respondents to different parts of a questionnaire based on their answers to earlier questions.

            Module 22 describes two kinds of research.  One is primary research which gathers new information, and the other is secondary research which retrieves information that someone else has gathered.  The module also provided some helpful hints on finding information online.  It defined keywords as the terms that a computer searches for in a database or on the Web.  To locate Web pages, use root words to find variations, and use quotation marks for exact terms.  Do not capitalize your words as it will limit your search to sites where the word itself is capitalized.  Web pages can be posted by anyone and information does not have to be truthful or accurate.  The module advised that academic journals would be more reliable for providing information, because they are reviewed by an editorial board.  Try to use reputable sources, such as ones produced by universities and established companies and organizations.  Look for an author and make sure someone is taking ownership of the information provided.  Check the date of the material and the sources utilized.  Compare the information to other sources.  The two most widely used formats for endnotes and bibliographies in reports are the Modern Language Association (MLA) and the American Psychological Association (APA).  The module provided examples of the different formats.  In a good report sources are cited and documented smoothly and accurately.  A citation means attributing an idea or fact to its source in the body of the report.  Documentation means providing the bibliographic information that readers would need to go back to the original source. 

Module 21

                        Module 21 is titled “Proposals and Progress Reports.”  One of the sections in the module is “What should I do before I write a proposal?”  The text advises that before you even draft a proposal, you will need to conduct an analysis like you would for any message, but you will also need to complete part of your research.  This module recommends completing at least a fourth of the total research necessary to complete the project.  This initial research will define the problem your report will discuss and identify the topics you will investigate.  Narrow and focus in on the problem.  Once you have defined the problem you are ready to write a purpose statement.  A good purpose statement makes clear the problem or conflict, the specific technical question that must be answered to solve the problem, and the purpose the report is designed to achieve.       

Module 21 advises that reports provide the information that people in business need to make plans and solve problems, and this module focuses on defining the problem.  Business reports vary in size.  It can be a one page letter, a two page memo, or an extremely long document.  Formal reports contain a title page, a transmittal, a table of contents, and a list of illustrations.  Informal reports may be letters and memos or even computer printouts.  One type of a report is a proposal, which is used to find information or solve a problem.  Proposals for class research projects are detailed in this module.  The text recommends that in the first paragraph to summarize in a sentence or two the topic and purpose of your report.  The research project will also identify the problem, the feasibility of a solution, the audience’s major concern or priority, topics to investigate, methods and procedures to answer any questions.  In addition you will have to consider if you have the qualifications, facilities, and resources to complete the project.  A work schedule will have to be developed detailing all of the activities required during the project.  One of your final steps will be a call to action, where you indicate that you would welcome any suggestions from your instructor.  The module also detailed information on progress reports.  It advises that you are usually required to provide progress reports whenever you are doing a project.  This is especially true when a project may take a month or more to complete. An instructor may want to know if you will have your report in by its due date, or a client may want to know what you have learned about the problem.  You want to adapt your progress report to the needs of the audience.

Modules 17 and 18

            Module 17 it titled “Listening.”  The module advises that listening is the form of communication we practice most often.  One of the sections in the module is “What do good listeners do?”  Good listeners pay attention and this requires energy.  You must resist distractions and tune out noise.  Before a meeting anticipate the answers you need to get.  Good listeners also focus on the other speaker in a generous way.  You want to focus on what the speaker is saying, and not on his appearance or delivery.  Take time to evaluate what the speaker is saying, and not just planning your rebuttal.  Try to learn something from every speaker.  You have to pay attention in order to do this.  Avoid making assumptions about the speaker, and do not ignore instructions that you may think are unnecessary.  Paraphrase what the speaker has said, which gives the speaker a chance to correct your understanding.  Listen for feelings as well as facts.  A good listener pays attention to tone of voice, facial expressions, and body language.  Try to listen for feelings from the speaker.

            Module 17 advises that listening is probably one of the things that we do most poorly, and that it is even more crucial on the job than in the classroom.  The text describes active listening as demonstrating that we have heard and understood a speaker by feeding back either the literal meaning or the emotional content or both.  We can also ask for more information and also state our own feelings.  There were five strategies listed in the module for active responses.  We can paraphrase the content by feeding back the meaning in your own words.  You can also mirror the speaker’s feelings by identifying the feelings you think you hear.  State your own feelings as this strategy works well when you are angry.  You can also ask for information or clarification or offer to help solve the problem.  Good listening enables you to find out why your opponent objects to the program or ideas you support.

            Module 18 is titled “Working and Writing in Teams.”  Teamwork is essential to success in an organization.  The text describes three types of group messages.  One is informational messages that focus on content.  The content is made up of the problem at hand, data provided, and possible solutions.  Procedural messages focus on method and process.  How will the group function?  Who will do what and when?  Interpersonal messages focus on people, promoting friendliness, cooperation, and group loyalty.  There were four phases of group development described in the module.  These included; orientation, formation, coordination, and formalization.  Orientation occurs when members meet and begin to define their roles.  Formation is the phase where conflicts may arise as the group chooses a leader.  Coordination is the longest phase as this is when the bulk of the work is done.  The final phase is formalization which occurs as the group seeks a consensus and attempts to put aside earlier conflicts.  There are a variety of roles that people play in a group and these roles can be positive or negative.  Some of the negative roles that occur in a group are blocking, dominating, clowning, and withdrawing.  A case study of student groups found that successful groups were not necessarily more skilled or more experienced than students in less successful groups.  Instead, successful and less successful groups communicated differently in three ways.  In successful groups, the leader established clear deadlines, scheduled frequent meetings, and dealt directly with conflict.  The successful groups listened to criticism and made important decisions together.  They also had a higher proportion of members who worker actively on the project.

Modules 17 and 18

             Module 17 it titled “Listening.”  The module advises that listening is the form of communication we practice most often.  One of the sections in the module is “What do good listeners do?”  Good listeners pay attention and this requires energy.  You must resist distractions and tune out noise.  Before a meeting anticipate the answers you need to get.  Good listeners also focus on the other speaker in a generous way.  You want to focus on what the speaker is saying, and not on his appearance or delivery.  Take time to evaluate what the speaker is saying, and not just planning your rebuttal.  Try to learn something from every speaker.  You have to pay attention in order to do this.  Avoid making assumptions about the speaker, and do not ignore instructions that you may think are unnecessary.  Paraphrase what the speaker has said, which gives the speaker a chance to correct your understanding.  Listen for feelings as well as facts.  A good listener pays attention to tone of voice, facial expressions, and body language.  Try to listen for feelings from the speaker.

            Module 17 advises that listening is probably one of the things that we do most poorly, and that it is even more crucial on the job than in the classroom.  The text describes active listening as demonstrating that we have heard and understood a speaker by feeding back either the literal meaning or the emotional content or both.  We can also ask for more information and also state our own feelings.  There were five strategies listed in the module for active responses.  We can paraphrase the content by feeding back the meaning in your own words.  You can also mirror the speaker’s feelings by identifying the feelings you think you hear.  State your own feelings as this strategy works well when you are angry.  You can also ask for information or clarification or offer to help solve the problem.  Good listening enables you to find out why your opponent objects to the program or ideas you support.

            Module 18 is titled “Working and Writing in Teams.”  Teamwork is essential to success in an organization.  The text describes three types of group messages.  One is informational messages that focus on content.  The content is made up of the problem at hand, data provided, and possible solutions.  Procedural messages focus on method and process.  How will the group function?  Who will do what and when?  Interpersonal messages focus on people, promoting friendliness, cooperation, and group loyalty.  There were four phases of group development described in the module.  These included; orientation, formation, coordination, and formalization.  Orientation occurs when members meet and begin to define their roles.  Formation is the phase where conflicts may arise as the group chooses a leader.  Coordination is the longest phase as this is when the bulk of the work is done.  The final phase is formalization which occurs as the group seeks a consensus and attempts to put aside earlier conflicts.  There are a variety of roles that people play in a group and these roles can be positive or negative.  Some of the negative roles that occur in a group are blocking, dominating, clowning, and withdrawing.  A case study of student groups found that successful groups were not necessarily more skilled or more experienced than students in less successful groups.  Instead, successful and less successful groups communicated differently in three ways.  In successful groups, the leader established clear deadlines, scheduled frequent meetings, and dealt directly with conflict.  The successful groups listened to criticism and made important decisions together.  They also had a higher proportion of members who worker actively on the project.

Modules 15 and 16

            Module 15 it titled “Choosing the Right Word.”  The module recommends using words that are accurate, appropriate, and familiar.  Accurate words means using words that will convey the message the writer intended to say.  Appropriate words will convey the attitude the writer wants and will fit well with the other words in the document.  Only use technical jargon when it is essential and known to the reader.  Avoid or eliminate all business jargon.  Using the right words is part of the way the writer demonstrates that he is part of a community or organization.  Using simple words will create a friendly image of yourself and your organization.  When the words on the page do not say what you mean, then the reader has to work harder to figure out your meaning.  Using the right words helps you to shape the audience’s response to what you say.  There are exceptions to the general rule that “shorter is better.”  Use a long word if it is the only word that expresses your meaning exactly, or a long word or phrase if it is more familiar than a short word.  A long word is also acceptable if its connotations are more appropriate, or if the community or organization prefers it.

            Module 16 is titled “Revising Sentences and Paragraphs.”  One of the sections in the module is “What is good style?”  Revising sentences and paragraphs can make the difference between a not-so-great document and a really effective paper or e-mail.  Quality business and administrative writing sounds like a person having a conversation with another person.  The style of writing that has traditionally been required for college essays and term papers is more formal than good business and administrative writing.   Good speakers and good writers have several different styles they utilize depending on their audience.  The text advised that a memo sent to your boss complaining about delays from a supplier would be informal and may even be chatty, but a letter to the supplier demanding better service will be more formal.  It is recommended that you use a friendly, informal style for someone you have talked with.  You want to avoid using contractions, slang, and even minor grammatical errors in documents to people you do not know.  Give particular attention to your style when you have to write something that you are uncomfortable with.  Especially to people you fear or when you must give bad news.

            Module 16 advises that business writing normally demands standard grammar, but it also stated that there are exceptions such as promotional material, brochures, advertisements, sales, and fund raising letters may use fragments to gain the effect of speech.  Always consider your audience and your purpose when writing.  Try reading your draft to someone, and if the words sound stiff, then they will sound stiff to the reader.  Then ask someone else to read your draft aloud and if they stumble in different areas, these may require attention to make your writing better.  The text recommends using active verbs most of the time.  The writer needs to use verbs to carry the weight of his sentence.  Try to keep your subject and verb close together.  Your writing may be considered wordy if the same idea can be expressed in fewer words.  Eliminate words that say nothing, and combine sentences to help eliminate unnecessary words. Put the meaning of your sentence into the subject and verb to cut the number of words.  This module suggested varying your sentence length and sentence structure.  It also recommended using a long sentence to show how ideas are linked together, and to avoid a series of short choppy sentences.  This also helps to reduce repetition. 

Modules 8 and 13

            Module 8 is titled “Reader Benefits.” One of the sections in Module 8 is “How do I decide which benefits to use?”  The text provided three principles to guide the writer’s choice of benefits.  The writer should use at least one benefit for each part of his audience, and the writer is encouraged to use intrinsic benefits.  Most messages go to multiple audiences.  When a letter is sent to different people, these people will not have the same concerns.  They will have a variety of concerns, and the more of these concerns that the writer speaks to, the more persuasive he will be.  Intrinsic benefits come automatically from using a product or doing something.  A study of professional employees found that the things that said they liked about their jobs were all intrinsic rewards.  Some of these rewards included; pride in achievement, an enjoyment of the work itself, and responsibility.  The writer should also use the benefits that he can develop the most fully.  One sentence benefits have little to no effect on the audience.  The writer should use benefits that he can develop in three to five sentences or more.  A reader benefit is a claim or assertion that the reader will benefit if he or she does something.  The reader must be convinced that the benefit will occur and the writer must be able to explain the benefit to the reader. 

            In Module 8 the text advised that reader benefits are important in both informative and persuasive messages.  In informative messages, reader benefits give reasons to comply with policy or procedures and suggest that the policies and procedures are good ones.  In a persuasive message, reader benefits give reasons to act and they help overcome reader resistance.  Reader benefits improve both the attitudes and the behavior of the people you work with and write to.  Sometimes it is easy to think of reader benefits and to explain them.  When they become harder to identify, the text recommends that the writer brainstorm.  The module suggests attempting to come up with three to five benefits for every informative message, and five to seven benefits for every persuasive message.  In order to develop your benefits, think about the details of each one.  The more indirect the benefit is, the more proof the writer will need to provide to the reader.  Make sure your reader benefits are in you-attitude, otherwise they will sound selfish and will not be as effective. 

            Module 13 is titled “E-Mail Messages and Web Writing.”  Although e-mail appears to be a less formal writing style, it is not private, and your employer can legally review all of your messages.  Any message that you send out, can also be forwarded, which includes people that you did not intend to see the e-mail.  Be professional in the use of e-mails, and in the writing of the e-mails.  Incorporate the you-attitude and the use of positive emphasis in your messages.  Make sure to include reader benefits based on the audience you are addressing, and utilize the pattern of organization that best fits the purpose of your message.  Review your message to insure that you have included all the information necessary, and check your message for grammatical correctness.  Reread and proofread your message before sending it.  E-mail messages have to interest the reader in the subject line and first paragraph, and if your e-mail is more than one screen, then the first screen will need to be interesting enough to the reader to insure they continue reading.  Most e-mails systems have a format already setup for the user, and will prompt you to supply various information.  Cc denotes computer copies, and this will list the people to receive a copy of your message.  Bcc denotes blind computer copies, and these names remain hidden from other recipients of the message.  When you hit reply, the e-mail program automatically uses Re.  The text recommends using two inch side margins, because if the lines are too long, they will produce awkward line breaks.  Also shorten your tabs to two or three spaces to minimize wasted space on the screen.  Your subject lines should be specific, concise, and catchy.  End of message (EOM) tells the reader that there is no additional information.  If you have good news to convey, be sure it is in the subject line, and be as brief as you can.  The subject line should contain the negative whenever the negative is serious, otherwise the reader might ignore a message with a neutral subject line.  A negative subject line may also be used if the reader needs the information to make a decision or act, or to report your own errors.  The subject line of a persuasive message should make it clear that you are asking for something.   The text advises that e-mails should not be used for reporting a major negative, such as firing someone.  This is confidential information and could end up being forwarded to people that are not authorized to know.  Never write an e-mail when you are angry, because they can end up causing a very bad result.  When you ask the reader for something, make sure that you include all the information they will need to complete your request.  When you send a long text document, the module recommends sending it as an attachment.  When you send an attachment, tell the reader what program it is in.  You cannot get a virus through your e-mail, but they can infect attachments. 

Modules 11 and 12

            Module 11 is titled “Negative Messages.”  In a negative message, the basic information is negative, which means that the reader is going to be disappointed or angry.  The use of negative messages is a common occurrence in business.  How we present the negative messages and what we write and say can directly affect how our audience will respond to our message.  It will also affect how they view us and our organization.  The primary purpose of a negative message is to give the reader the bad news.  The goal for the writer is to have the reader read, understand, and accept the message.  Hopefully we can maintain as much goodwill as possible.  Some secondary purposes for a negative message are to build a good image of the writer, the writer’s organization, and to reduce or eliminate future correspondence on the same subject, which creates more work for the writer.  The message should convey to the reader that they are taken seriously, our decision is fair and reasonable, and if they were in our shoes, they would make the same decision.  Only use a negative subject line if you think the reader may ignore the message.  Letters to people outside your organization should be indirect to build goodwill.  When writing to your superiors, you need to propose solutions, not just report a problem.  When writing to peers and subordinates, try to get their input in dealing with negative situations.  Avoid saying that you cannot do something.  If you do not have a good reason, omit the reason rather than use a weak one.  Even if you have a strong reason, omit it if it makes the company look bad.  Be sure that what is stated in the message will be crystal clear to the reader.  If you give an alternative, give readers all the information they need to act on it.  This allows the reader to reestablish their sense of psychological freedom.  Avoid endings that seem insincere.  When sending a negative message to your superior, try to recommend a way to deal with a problem.  Try to turn the negative message into a persuasive one.  If you can use a thank-you in the first paragraph, it will allow you to start out on a positive note.

            Module 12 is titled “Persuasive Messages.”  The first section in Module 12 is “What is the best persuasive strategy?”  There are four basic short-term strategies that exist: direct request, problem-solving persuasion, sales, and reward and punishment.  The writer should use the direct request pattern when the audience will do as you ask without any resistance, or when you need a response only from the people who are willing to act.  It should also be used when the audience is busy and may not read all the messages received, or when your organization’s culture prefers direct requests.  The writer should use the problem-solving pattern when the audience is likely to object to doing as you ask, or when you need action from everyone.  It should also be used when you trust the audience to read the entire message, or you expect logic to be more important than emotion in the decision.  A strategy that works in one organization may not work somewhere else.  Corporate culture is not written down.  It is learned by imitation and observation.  It is a good idea to observe how the valued employees in your organization format and complete their work.  Role models and advice are two ways that organizations communicate their cultures to newcomers.  Different ethnic and national cultures also have different preferences.

            Module 12 advised that in the 21^st century, that businesses depend more and more on persuasion and encouraging their employees to buy in to the goals of the organization in order to get quality work done.  Persuasive messages include; orders and requests, proposals and recommendations, sales and fund-raising letters, job application letters, and reports.  Reports are used when they are recommending action.  Persuasive messages are also used in an effort to change people’s behavior; such as collection letters, performance appraisals, and public service ads designed to reduce such things as drunken driving or drug use.  In a direct request, put the request, the topic of the request, or a question in the subject line.  When you have a reluctant reader, putting the request in the subject line just gets a quick no before you have a chance to give all of your arguments.  One option is to use a directed subject line that makes your stance on the issue clear.  Another option is to use common ground or a reader benefit that shows the reader that this message will help him.  Although your first paragraph may be negative in a problem-solving message, your subject line should be neutral or positive to show that you are solving a problem, not just reporting one.  In direct requests, start with the request.  In a problem-solving message, start with the problem you share.  Whenever you expect a quick agreement, save the reader’s time by presenting the request directly.  Use an indirect approach and the problem-solving pattern of organization when you expect resistance from your reader.  The easiest way to learn about objections your audience may have is to ask knowledgeable people in your organization or community.  People are more easily persuaded by someone they see as expert, powerful, attractive, or trustworthy.  You want to be factual, specific, and reliable.  The writer can build emotional appeal by making the reader want to do what you ask.  Try to avoid writing messages that sound parental or preachy by using the appropriate tone.  Try to offer reasons for the reader to act promptly.    

Modules 9 & 10

            Module 9 is titled “Formats for Letters and Memos”.  “How should I set up letters?” gives a format when using block or modified block format.  These are the two most common formats used in business.  Sometimes the block style is called full block.  Block format can be typed quickly because everything is lined up at the left margin.  Modified block is considered visually more attractive, because the date and signature block are moved to what otherwise would be empty white space.  Both of these formats can be used with or without letterhead. 

Module 9 recommends using the same level of formality in the salutation, or greeting, as you would in talking to someone on the phone.  Sincerely and cordially are standard complimentary closes.  There are two types of punctuation described.  One is mixed punctuation in which a colon follows the salutation and a comma follows the close and the other is open punctuation, where all punctuation is omitted after the salutation and the close.  The subject line tells what the letter is about and the reference line refers the readers to numbers used on previous correspondence.  Many documents are accompanied by other documents called enclosures and they are referred to in the body of the letter.  Letters also require courtesy titles in the salutation, and use the first name only if you have used it when talking to this person on the phone.

Module 10 is titled “Effective, Informative and Positive Messages.”  In an informative or positive message the audience is expected to respond neutrally to the message or to be pleased.  The subject line is the title of the document, and it provides a framework for what you are about to say.  The subject line should be specific, concise, and appropriate for the pattern of organization.  Share good news immediately, and do not repeat information from the first paragraph, but answer all the questions the reader might have.  Present details in the order of importance to the reader.  Put negatives in the middle of the memo, and make these negatives clear.  Try to present them as positively as possible.  Most informative memos need reader benefits.  Try to show how a policy or procedure helps the reader, not just the company.  In the ending try to shift your emphasis away from the message to the reader, which suggests that the reader is your real concern.  The most common type of messages are transmittals, confirmations, summaries, adjustments, and thank-you notes.  Whenever you send someone something, you should send a transmittal with it as it tells the reader what you are sending.  Confirmations are informative messages that record oral conversations.  Summaries are used to summarize a conversation, a document, or an outside meeting for colleagues or supervisors.  Sending a thank-you note will make people more willing to help you again in the future.  They must be short and prompt.  Congratulatory notes can enhance good feelings between you and the reader.

Website Analysis

     I decided to evaluate the Web pages from two locally owned hardware stores.  I did not want to evaluate a Web page from a hardware store that was part of a corporate chain and would have corporate assistance in the design of their web page.  The first Web page I decided to evaluate was the Brownsboro Hardware & Paint (www.brownsborohardware.com/).  The opening screen was easily observed and was not cluttered.  The company’s logo was centered at the top of the screen, and six different topics were evenly spaced below it.  These were the only items on the page in all capital letters.  The Web page utilized white space to effectively emphasize information and separate it from the rest of the text.   There were only three sentences on the opening screen and they were on the left hand side of the screen.  Each sentence was separated by white space.  The only bold text in the three sentences was the name of the hardware store and this was at the beginning of the first sentence.  It is also interesting to note regarding the sentences on the left hand side of the page, that in our text on page eighty- three in the FYI box, it mentions that people in the United States focus first on the left hand side of a Web site.  Below the sentences and centered on the page were three more links in red lettering, which would allow the user to find out more about the store, contact the store, and get directions to the store. 

            There were several areas on the Web page setup that if given attention might improve the Web page.  On the right side of the initial page there is a photo of the hardware store and at the bottom of the photo there appears to be another company logo because it is the same shape and has similar coloring.  However, after returning to the initial Web page several times, I realized it was a link for hardware specials.  They might want to change that setup to get the users attention.  Also the only home link available from the six different topic links was on the blog link.  The user had to know to click on the company logo on the rest of the links.  Finally the initial page was not on just one screen.  There was a small piece that the user had to scroll down to finish reviewing the screen.

     The second Web page that I evaluated was for Zeller’s Hardware Store (www.com/biz/zellers-hardware-store-louisville).  The setup for this Web page was very different from the setup done by Brownsboro Hardware & Paint.  Zeller’s Hardware was not the only focus on the Web page.  At the top of the page in red lettering was yelp.com that provided the user an opportunity to search for information on a variety of topics that had nothing to do with Zeller’s Hardware Store.  The only attention that was given to Zeller’s Hardware Store was the name of the store, its address and phone number, and a map location for the store.  The name of the store was under the yelp.com information on the left hand side of the Web page.  The lettering was in larger print than the rest of the text below it and it was red in color to draw your attention.  There was an opportunity for the user to access other hardware stores below the store name.  This also separated the store name from its address and phone number.  The map for the store location was located on the right hand side of the Web page.  Under the map a link was provided to enlarge the map and receive directions to the store.  This Web page appeared more cluttered as other advertisements and links were included on the page.  Evidently this is a shared site.  The major advantage with the first Web page is that it focused only on Brownsboro Hardware & Paint.  There were no links provided where you could find out additional information regarding products and services that are available at Zeller’s Hardware Store.  As far as reaching out to new consumers, I do not think the Web page that Zeller’s Hardware Store is utilizing is very conducive for this purpose.  I feel as though their Web page is better suited for prior customers refreshing their memory on their address and location.

Responses for Module 4 and Module 5

          

            Module 4 is titled “Planning, Writing, and Revising.”  One of the topics discussed in this section was “What is revision?  How do I do it?”, and it advised that good writers are able to make their drafts better by revising, editing and proofreading.  Revising entails the making of changes that will better satisfy the writer’s purpose and his audience.  Editing is defined as making surface-level changes that will make the document grammatically correct.  Proofreading requires the checking of the document to insure it does not contain any typographical errors.  Another topic discussed in Module 4 was “What planning should I do before I begin writing or speaking?”.  The text recommended that the writer talk to his audience.  By talking to his internal or external audience, the writer is able to involve the readers in the planning process.  The writer is also able to gain some added insight about his audience.  This should reduce the number of revisions that would be required for document.

            Module 4 advised that research has shown that one of the differences between expert and novice writers is that your expert writers do a much better job of identifying and analyzing the initial problem more effectively.  In addition to talking to your audience a person can also brainstorm, freewrite, and utilize a cluster to improve his writing or speaking.  The text also recommended the use of a storyboard when using lots of visuals.

            Module 5 is titled “Designing Documents, Slides, and Screens.”  The text advised that good document design will save time and money, reduce legal problems, and builds goodwill.  One technique recommended was the use of “white space”, which makes your material easier to read by emphasizing the material that it separates from the rest of the text.  The text also recommended the use of headings, mix of paragraph length, use of bullets, tabs and indents, and utilizing numbered lists.  All of these techniques help to organize your document and make it easier to read.  The text also recommended that the writer limit the use of words set in capital letters, and use no more than two fonts in a single document.  When designing presentation slides, the text recommended using a big font, and utilizing bullet points rather than complete sentences.  It also recommended making only three to five points on each slide and customizing your slide to make it look more professional.

Responses for Module 1 and Module 2

     In the first Module, one of the topics was "What makes a message effective?".  The text described what constitutes good business and administrative writing.  The message has to be clear to the reader.  This means that the reader must understand the message as intended by the writer.  The reader should not have to guess what the meaning is.  The message must also be complete and answer all the questions that the reader might have.  It must also be correct, which means that all of the information provided in the message must be accurate.  The message must also strive to save the reader's time, by being organized in a manner that helps the reader to read, understand, and act on the information in a timely manner.  Finally the message should build goodwill by treating the reader as a person and not a number.  It should also project a positive image of the writer and his organization.

     A second topic in the first Module was "The Purposes of Messages in Organizations".  The text described messages as having one or more of three basic purposes and that most messages have multiple purposes.  Messages are utilized to inform, to request or persuade, and to build goodwill.  When you inform, the writer is explaining or telling something to the reader.  When you request or persuade, the writer is intending the reader to act.  The writer builds goodwill by creating a good image of both himself and the organization.

     In order to summarize Module 1, the use of the PAIBOC question to analyze business communication problems must be addressed.  The P stands for the purpose in writing or speaking.  The A refers to your audience.  The I refers to the information that must be included in the message.  The B stands for benefits, which refers to reader benefits that may help to support your position.  The O refers to the objections you might expect your reader to have.  The C is for context and how it will affect the reader's response.

     The second Module detailed "Who is my audience?" and described primary audience, secondary audience, initial audience, gatekeeper, and watchdog audience.  It also reintroduced the PAIBOC in relation to audience.  The text advised that the audience is central to the communication process and encouraged the use of empathy, which is the ability of the writer or speaker to feel with his audience and put himself into their shoes.  The text also advised that when your audience is just one person, that his or her personality is very relevant.  Another important issue involves past behavior.  How people have behaved and acted in the past often predicts how they will behave and act in the future.