M5e1 - Business Communication & Report Writing ENS English Department

1. M5e1 - Business Communication & Report WritingENS English Department Heba El-Hendi

2. Objectives & The Book • Objectives: • 1. Identify words that your receiver(s) will understand • 2. Discuss the elements to create, clear, concise, and effective sentences • 3. Practice • All of these lessons, points, and remarks can be applied to the portfolio report writing • Krizan, A. C., Merrier, P., and Larson Jones, C. (2005). Business Communication. 6th Edition. Thomson South-Western.

3. Our Theme “Strive for clarity in all of your correspondence” (Essential Assistant, 2002)

4. Objective 1: CHOOSING WORDS • Choose Understandable Words • An understandable word is subjective and is one that is in your receiver’s vocabulary. • Considerations: receiver’s educational level and knowledge of the message topic. • Why consider the reader?

5. Let’s get familiar • Here is a list of words and how to make them more understandable for the average reader

6. Continued….

7. Use Specific, Precise Words • Purpose: to not leave any questions in your receiver’s mind about the original intended meaning • Avoiding vague or abstract words because they are indefinite and do not have a specific meaning for all. • Abstract words can be in the form of nouns that identity an idea, emotion, quality, or belief. These nouns can mean draw different meanings for the reader than intended. • Example: thought, beauty, and miracle

8. Use Specific, Precise Words Contin • Abstract words can be in the form of adjectives and adverbs. These too should be avoided. For example the word some does not specify how much. Is some 5, 15, 1,500? • Therefore, the receiver of the message cannot be sure of the meaning. These types of words state a general idea but leave the precise meaning to the receiver’s interpretation. • Here is an example of words I noticed in reports and how to make them precise ….

9. Use Specific, Precise Words Contin Vague Precise Many 1,000 or 500 to 1,000 Early 5 a.m. Hot 100 degrees Fahrenheit Most 89.9 OthersCollege of Teacher Training students Poor student has a 1.6 grade point average(4.0 =20) Very rich ___________ Soon ___________ Furniture an oak desk

10. Choose Strong Words • A strong word is one that creates a vivid image in the receiver’s mind. • In English, verbs are the strongest words, and nouns are next in strength. • Expressing action is the strongest form of verbs for report writing (run, play, work, explain). • Action verbs are stronger than writing using a state of being verbs(is, are, was, were). Use those types of verbs sparingly.

11. Choose Strong Words Contin • Using action words because they present a strong, meaningful picture in the receiver’s mind. • This is also applicable for adjectives and adverbs because they can make a noun or verb more specific UNLESS they are vague terms (very, many, few, really, some, often). • These vague adverbs and nouns distract the receiver from the main points of the message. • Can you give me examples of exaggerated phrases?

12. Choose Strong Words Contin • Overuse of prepositions and prepositional phrases also makes writing look weak because it distracts from the message. • As writers, we have to try to eliminate any unnecessary prepositions and prepositional phrases. • Keep this in mind; a writer who communicates with clarity and forcefulness is “ a person of few words,” and is “straight to the point.”

13. Choose Strong Words Contin • Let’s Look at Examples Weak nouns and verbs Strong Nouns and Verbs The conflict is ongoing The war rages on The situation was creating contention The problem created conflict Weak Adjectives and Adverbs Strong Adjectives and Adverbs Her dress is pink She wore a rose-colored dress Many individuals were at the party _________________________ I very nearly died I almost died Unnecessary Prepositions or Phrases Simple, Direct Statement I ran the copies off on the printer I printed the copies The market sold the item free of The market sold the item duty free. a duty charge. Did you pay out rent for the storage _______________________

14. Avoid Obsolete Words • An obsolete word is out of date, dull, and stiff. • Business messages in the past used these formal, unnatural words and expressions but they should no longer be used in some of today’s business messages. • This is because everyday conversation does not use these words. Obsolete phrases and words makes it hard for the reader to relate to the writer

15. Avoid Obsolete Words Contin Example of Obsolete Words and Phrases Enclosed Please Find Permit me to say As per Pleased to inform you Enclosed herewith Hereby advise Thanking you in advance Wish to advise Trusting you will… Your kind favor Take the liberty of We remain

16. Let’s Put it Into Practice Editing Time! 1.Work with the person next to you 2. Identifying the problems and highlight them 3. Thinking of solutions and rephrasing techniques

17. Objective II. DEVELOPING SENTENCES • Compose Clear Sentences • A clear sentence uses words that are understandable, precise, strong, and positive. • These sentences need to have unity meaning that one sentence should typically contain one main idea and must be grammatically correct.

18. Compose Clear Sentences Contin • Sentence Unity • A sentence that has sentence unity communicates one main idea –one main thought. If you have two main thoughts you should construct two separate sentences.

19. Compose Clear Sentences Contin • Keep Related Words Together • Words, phrases, or clauses that describe or limit other words, phrases, or clauses are modifiers. • Modifiers should be placed close to the words they modify. For clarity the words or words described or limited by the modifier must be obvious. • Let’s take a look at an example

20. Compose Clear Sentences Contin • Keep Related Words Together

21. Compose Clear Sentences Contin • Use Correct Grammar • It should be obvious that clear sentences are grammatically correct. • All parts of the sentence should agree. The subject and verb need to be consistent, meaning should agree in number –plural or singular.

22. Compose Clear Sentences Contin • Pronouns should agree with the words they are referring to in three ways: 1. number 2. gender 3. clear relationship • Parallelism is another important form of agreement. Parallelism uses grammatical form of parts of sentences that serve the same purpose. • Grammatically correct sentences have agreementof subject and verb, agreement of pronoun and antecedent, and parallel structure of similar sentence components.

23. Compose Clear Sentences Contin Agreement of Subject and Verb • The quarterbackand his offensive teamalways playto win (Plural subject; plural verb) • The priceof stamps, as well as postal cards, changesoften. (singular subject; singular verb) Agreement of Pronoun and Antecedent • The companyincreased itsnumber of subsidiaries. (singular antecedent; singular pronoun) • Studentsexpected theirgrades to be posted promptly. (Plural antecedent, plural pronoun) Your turn! What’s the problem here? • Because only five people attended the meetingand the conferencestarted on time, itshould be rescheduled.

24. Compose Clear Sentences Contin • Parallel Structure • The defendant in the case said that he was despondent over his wife’s death, he was without employment, and he was under a doctor’s carefor depression (He was is the parallel clause structure) • The company president asked for an audit, notified employees to update accounts, and called an accountant to schedule the audit. (parallel verb structures) • Your turn! What’s the problem here ? • Her duties at Jackson and Seinfeld Co. include filing, makingphone calls, organizemeetings, and takenotes during the meetings.

25. Compose Clear Sentences Contin • Use Short Sentences • A short sentence is more effective than a long sentence. • A short sentence is less complex and is easier to understand. • Takes less time for the reader or listener to got through a short sentence. • Short sentences usually have an average 15 to 20 words. Long sentences are 30 words or longer.

26. Compose Clear Sentences Contin • Omit Unnecessary Words • An unnecessary word is one that is not essential to the meaning of the sentence. • Clear and concise words are leanand only have essential words. • Some advice: when composing sentences read each carefully to eliminate unnecessary prepositions, prepositional phrases, and other nonessential words.

27. Compose Clear Sentences Contin

28. Compose Clear Sentences Contin • Limit content • Remember one sentence should equal one thought. Otherwise, you may want to consider dividing it into two or more sentences. • To shorten long sentences it is best to change commas or semicolons to periods when possible. • Omitting unnecessary words helps.

30. Compose Clear Sentences Contin • Prefer Active Voice in Sentences • Sentences using active-voice verb communicate more clearly, concisely, and forcefully than sentences using passive voice. • In the active voicethe subject of the sentence is the actor whereas in passive voicethe subject is the receiver of the action. Example: • Active voice: Gloria issued the teaching schedules. • Passive voice: The teaching schedules were issued by Gloria.

31. Compose Clear Sentences Contin • Prefer Active Voice in Sentences • Let’s Practice

32. Compose Clear Sentences Contin • Give Sentences Appropriate Emphasis • Appropriate Emphasis means emphasizing the important ideas and de-emphasizing the unimportant ideas. • Every speaker or writer wants a particular message understood by the receiver, correct?

33. Compose Clear Sentences Contin • Here are methods used to emphasizeor to de-emphasize an idea 1. Use sentence length 2. Use location within the sentence 3. Use sentence structure 4. Repeat key words 5. Tell the reader what is important 6. Be specific or general

34. Compose Clear Sentences Contin • 1.Use Length • Short sentences emphasize content. • On the other hand, long sentences de-emphasize content. Use short sentences to give your ideas emphasis. Compare these examples: The team planned togo to the meeting that will be held on Friday at 7 p.m. The team planned to attend the Friday’s 7 p.m. meeting.

35. Compose Clear Sentences Contin • 2. Use Location • The beginnings and endings of sentences are the locations of greatest emphasis. Can you tell me what ideas are stressed in these sentences? • -Larry received a raise. • -Larry’s salary was raised from $30,000 per year to $35,000 per year. • -Larry’s salary outstanding performance resulted in a raise.

36. Compose Clear Sentences Contin What is emphasized and de-emphasized? • The new position requires a transfer to another facility, but it affords an excellent opportunity for advancement. • Dumsille received her SAT scores; the scores for the ACT test, which was taken earlier, should be sent to her next week.

37. Compose Clear Sentences Contin • 3. Use Sentence Structure • As we have learned we give the greatest emphasis to an idea by placing it in a short, simple sentence. • To show relationships between ideas emphasizemain ideas by placing them in independent clauses and de-emphasize others by placing them in dependent clauses.

38. Compose Clear Sentences Contin Rules for Dependent and Independent Clauses: https://owl.english.purdue.edu/owl/resource/598/01/ • Independent Clausesare similar to a short sentence because they stand alone as complete sentences. Example: Jim studied in the Sweet Shop for his chemistry quiz 1. Independent Clauses can be connected to other clauses in two ways:

39. Compose Clear Sentences Contin a. Coordinating Conjunction 1. Words include: and, but, for, or, nor, so, andyet. 2. When the second independent clause in a sentence begins with a coordinating conjunction a comma is needed before the coordinating conjunction. Example: Jim studied in the Sweet Shop for his chemistry quiz,but it was hard to concentrate because of the noise.

40. Compose Clear Sentences Contin b. Independent Marker Word 1. Words include: Also, consequently, furthermore, however, moreover, nevertheless, and therefore. 2. Independent Marker words are used at the beginning of independent clause sentences. The IMWs can begin a stand-alone sentence. 3. When the second independent clause in a sentence has an independent marker word, a semicolon is neededbefore the independent marker word. Example: Jim studied in the Sweet Shop for his chemistry quiz;however, it was hard to concentrate because of the noise.

41. Compose Clear Sentences Contin • A dependent clauseis a group of words that contains a subject and verb but does not express a complete thought. • Cannot be a sentence. • Often a dependent clause is marked by a dependent marker word. • Example: When Jim studied in the Sweet Shop for his chemistry quiz . . . (What happened when he studied? The thought is incomplete.) • ‘When’ is the dependent marker word.

42. Compose Clear Sentences Contin • Dependent Clauses & the markers b.Some common dependent markers are: after, although, as, as if, because, before, even if, even though, if, in order to, since, though, unless, until, whatever, when, whenever, whether, and while.

43. Compose Clear Sentences Contin • Treating dependent clauses, and other incomplete thoughts, as complete sentences causes sentence fragments. Example of a Sentence Fragment: Because I forgot the exam was today. How can we fix this sentence?

44. Compose Clear Sentences Contin • How Do Independent and Dependent Clauses impact emphasis? • Here are two independent clause sentences that give emphasis to two main ideas: six-figuresalary and consider opportunities I prefer to earn a salary in the low six figures. I would consider opportunities at a lower level. • If you want the two ideas to share emphasis—each receiving a reduced amount—you can organize them into a compound sentence: I prefer to earn a salary in the low six figures, but I would consider opportunities at a lower level.

45. Compose Clear Sentences Contin • If you want to emphasize one idea and de-emphasize the other then organize the two ideas into one complex sentence. This type of sentence structure is called subordination. Here are some examples. Although I prefer to earn a salary in the low six figures, I would consider opportunities at a lower level. Although I would consider opportunities at a lower level, I prefer a salary in the low six figures.

46. Compose Clear Sentences Contin • 4. Repeat Key Words • Key words can represent main ideas. Repeating key words within a sentence emphasizes main ideas. Take not of ineffective and lesson. The lesson I observed was ineffective and I suggest the teacher restructure his ineffective lesson. • Take note of STT and how the emphasis is conveyed through repetition Ms. Boulima focused on STT to engage the students; STT activities are important.

47. Compose Clear Sentences Contin • 5. Tell the Receiver what is important • You can tell your receiever (the reader) that an idea is important or unimportant by our word choice. For example: • High grades and high SAT test scores are critical for gaining acceptance at a top university. • Of less concern is how many errors the students make. • You can use different words and constructions to indicate importance of an idea. Examples: Significant, of (no) consequence, (not) a concern, high (or low) priority, (not) critical, fundamental, and (non) essential.

48. Compose Clear Sentences Contin • 6. Be Specific or General • Using specific words is another way to give appropriate emphasis to ideas and using general words de-emphasizes ideas. • Examples: • Specific: Craig Jones started is class on time at 8 a.m. • General: Craig Jones started his class

49. Compose Clear Sentences Contin • Avoid Gender Biased language • You want to connect with all your readers. Fortunately, the structure of the English does not stereotype individuals on the basis of race, age, or religion. • Butit does imply stereotypes of males and females because of the generic use of masculine singular pronouns that are used to represent both males and females.

50. Compose Clear Sentences Contin