CMNS 1140 Assignment 2 – Self-Reflective Memo
ASSIGNMENT SUMMARY:
Assignment Value: Worth 5% of your total grade DUE DATE: Check Moodle for due date
BACKGROUND AND LEARNING CONTEXT
This assignment provides the opportunity for you to practice your writing. For this assignment you will have the opportunity to reflect on your own learning and identify skills you would like to develop through the semester.
CRITICAL THINKING
SYNTHESIS
1.
2.
LEARNING OBJECTIVES
Reflect on past learning and what it means for your own development. Integration of previous learning into your current learning environment.
The key learning objectives are to include the following:
• learning general writing principles
• learning basic principles for expressing your thoughts clearly in memo format
• learning the basic principles for planning an effective message.
ASSIGNMENT INSTRUCTIONS – COVER MEMO REQUIREMENTS
Write a short memo outlining your personal experience with learning how to write. Explain how those experiences will impact your approach to our cours
Week 3 – CMNS 11
4
0
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Week 3
Agenda
• Any questions from Week 2
• Practice Quiz on Moodle
•
•
•
• Conciseness
• Sentences and paragraphs
• Memos
• Activities
• Review
Meaning of critical thinking in English
critical thinking
noun [ U ]
• the process of thinking carefully about a subject or idea,
without allowing feelings or opinions to affect you (2023,
Cambridge Dictionary).
https://dictionary.cambridge.org/help/codes.html
https://dictionary.cambridge.org/dictionary/english/process
https://dictionary.cambridge.org/dictionary/english/thinking
https://dictionary.cambridge.org/dictionary/english/carefully
https://dictionary.cambridge.org/dictionary/english/subject
https://dictionary.cambridge.org/dictionary/english/idea
https://dictionary.cambridge.org/dictionary/english/allow
https://dictionary.cambridge.org/dictionary/english/feeling
https://dictionary.cambridge.org/dictionary/english/opinion
https://dictionary.cambridge.org/dictionary/english/affect
Critical Thinking
Although understanding is the
foundation of all reading
experiences, it is not the goal of
most post-secondary reading
assignments. Your professors (and
future employers) want you to read
critically, which means moving
beyond what the text says to asking
questions about the how and why
of the text’s meaning.
Tone
• Business writers should consider the tone
of their message – memos, letters, reports,
or any type of business document.
• Tone is present in all communication
activities.
• The tone of a message is a reflection of the
writer and it does affect how the reader
will perceive the message.
Tone
• Mood of the
message
• Implied attitude of the
message
• Ranges from casual to formal
• E-mail tone to a work friend is
inappropriate for a formal
report
• Depends on situation, purpose,
channel of communication
• Remain consistent with only
one tone in a message avoids
mixed messages.
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Why is tone
important in
communication?
• The tone clarifies and conveys
meaning.
• A phrase like “I don’t know” can be taken
in a number of different ways depending
on how you decide to express it.
• Your tone affects how people perceive
you and their willingness to listen to you –
especially in the workplace.
Presenter Notes
Presentation Notes
Communication is vital in the workplace. Whether you’re on a sales call with a potential client or leading a team meeting on new procedures, almost everything you do is dependent upon how you communicate with others. What many don’t realize is that your tone can affect your communication in business both positively and negatively, making your interactions highly engaging or incredibly offputting.
Tone
• Humerous
• Affectionate
• Critical
• Serious
• Excited
• Sarcastic
• Disapproving
• Enthusiastic
Presenter Notes
Presentation Notes
It’s also possible to convey a certain tone – also referred to as a register or genre ‐ within each writing style – or in other words a kind of mood that your message is trying to convey
How can I
make sure
my
messages
have the
appropriate
tone?
The following questions will help you to
determine the appropriate tone for your
message.
• Why am I writing this document?
• Who am I writing to and what do I want
them to understand?
• What kind of tone should I use?
Tone
Tone
Tone
Tone –
example
• I can’t believe you just said that to
me!!!
• I can’t believe you just said that
to me
• Unfortunately, I cannot access my
email. Please let me know if it’s an
issue on my end or if it’s impacting
the whole network. Thank you.
• I can’t access my email! What’s
wrong?
Presenter Notes
Presentation Notes
In this example, what type of tone or mood do you think the sender is trying to convey? I can’t believe you just said that to me!!! I can’t believe you just said that to me �
Professional writing style and tone
Dear Dr. Francis,
I hope that you are doing well. Would you have 30 minutes tomorrow
afternoon to review my Memo for the Dean on the proposed increase to
our budget? I would value your perspective based on your experience.
I look forward to hearing from you.
John
Strategies for Getting Diplomacy, Emphasis, and
Tone Right
1. Remind Your Reader What’s in it for Them, Especially when Asking for Help
I’m bringing in a new analyst to work with you on this because the rest of the group is swamped. You’ll have to take the
extra time to fill her in.
Write:
You’ll have a new analyst to work with on this, and, luckily, you will be able to train her on the way you’d like things to
be done.
2. Acknowledge the Work of Others as Often as You Can
Rather than:
I need this by 5pm tomorrow.
Write:
I imagine you’re just as swamped as we are, but in order to move forward, we really need this by 5pm tomorrow.
3. Ask (when you can afford to hear no) and Thank Your Reader
Rather than:
You need to stay until the meeting ends, which will likely be around 7:00 p.m.
Write:
Would it be possible for you to stick around until this meeting ends, which will likely be around 7:00 p.m.? I’d really
appreciate it.
4. Avoid Passive Aggressiveness at all Times
Rather than:
It seems that reading the document I sent that outlined the instructions wasn’t a priority amidst all of the other very
important work you had to do, so please let me explain it here, for the second time: The steps include…
Write:
The steps include…
My department completed the project on time.
George, who works on my team, developed an incredible system to track users.
.
Strategies for Getting Diplomacy,
Emphasis, and Tone Right
5. Use Passive vs. Active Voice to Your Advantage
Active voice is a sentence in which the subject of the sentence performs the action. (John washes the car.) Passive voice
is a sentence in which the subject of the sentence has an action performed upon it, him, or her. (The car is washed by
John.)
Want to emphasize accomplishments or work completed? Use active voice.
6. Talk to those Who Frustrate You by Using “I” Statements
Rather than:
Your inability to show any enthusiasm about these projects is driving me crazy.
Write:
It’s difficult for me to maintain momentum and rally support here for projects when others show a blatant lack of
interest.
7. Depending on Your Audience, and How Much Information They Need, Cut Extranous Information and Use
Short Sentences for Emphasis
Rather than:
Considering the breadth and depth of this project, as well as our desire to complete it in a way that is most useful
for you and practical for our own schedules, we’ve decided that extending the deadline would be an important next
step.
Write:
We need more time to do this well.
Note: It’s crucial to consider your audience when deciding how much background information they will need.
8 Directly State What’s Important One additional, minor consideration is… Another primary concern is…
9. STOP YELLING AT ME (Avoid Caps Lock)
Rather than:
It’s very important that you COME PREPARED TO THE MEETING.
Write:
It’s very important that you come prepared to the meeting.
Presenter Notes
Presentation Notes
Instructor go through exercise from top left to write reading out phrase and ask what is formal and informal tone
Formal – I would appreciate your feedback, I hope thi smessage finds you well, this is really well done. Thank you so much
Write in a positive
tone
•When I complete the
assignment versus If I
complete the assignment
1
Avoid using negative
words
•Words that begin with “un,
non, or ex” or end with
“less”
2
Use smiles , winks
😉 and other
graphical symbols
only when
appropriate
3
Use contractions to
add a friendly tone
4
Presenter Notes
Presentation Notes
Explanation: The main point of this slide is to help participates understand the importance of tone. These are ways to create a document that sounds friendly and “nonverbally” open. While it is important to follow rules of punctuation and grammar in email, using contractions can create a conversational style that isn’t intimidating.
Email Tone
First, before writing, consider
the following questions:
Who is my
audience? What
does the
audience need to
know, and what
do they already
know?
Why does this
email feel tricky
or difficult in
terms of getting
the tone just
right?
Why am I
writing? Am I
informing my
audience?
Asking for help?
Delivering bad
news?
Do I have strong
feelings about
the subject or
situation that
might get in the
way of writing
effectively and
appropriately?
Are there specific
elements
(anything from
highlighting big
problems to
reminding the
reader about an
important due
date) that I want
to emphasize?
Presenter Notes
Presentation Notes
Explanation: The main point of this slide is to help participates understand the importance of tone. These are ways to create a document that sounds friendly and “nonverbally” open. While it is important to follow rules of punctuation and grammar in email, using contractions can create a conversational style that isn’t intimidating.
Simon Sinek talks about how the Leader of an
organization sets the tone for the organization
Word Choice
Word Choice
• We don’t always envision the same thing when we say the same word.
• Choosing the right words to express tone and message to a specific
audience is the foundation for successful communication.
• Word choice and tone convey personality in communications. Knowing
your style is important to convey authentic communications.
In the following list of words, pick three
words that best express your personality.
• Complex
• Spirited
• Creative
• Friendly
• Imaginative
• Quiet
• Cooperative
• Humble
• Caring
• Quirky
• Confident
• Humble
Sweet
Edgy
Logical
Street-smart
Innovative
Humorous
Poised
Dependable
Open-minded
Curious
Optimistic
Mysterious
Intellectual
Gregarious
Obsessed
Nurturing
Sociable
Trustworthy
Kind
Conservative
Irreverent
• Pick three words that describe your personality
Activity Instructions
In groups of three, discuss your chosen words and how the tone conveys
your personality.
Consider:
• Why those specific words?
• What does it mean to you personally?
• Ask for feedback on the words: what is the impression when hearing
them?
• Is there a discrepancy between what you mean and what they
heard/interpreted?
•
Topics
Plain
Style
Language
Learning objectives:
Use
Use plain language, and
familiar language to
make your point,
prevent
misunderstandings, and
write with impact.
Identify and
eliminate
Identify and eliminate
problem words that do
not convey your
meaning clearly and
directly
Choose
Choose accurate and
appropriate words to
create constructive,
inclusive, reader-
orientated messages.
What is plain
style?
• Plain language (also called plain writing or plain English) is
communication your audience can understand the first time
they read or hear it.
• You are writing in plain English when you use the simplest, most
straightforward way of expressing an idea.
• Plain language means readers understand your documents
more quickly
• Plain language is the key to effective communication, allowing
you to get the most important information to the right people
as clearly and as effectively as possible.
Presenter Notes
Presentation Notes
Do you need to communicate complex information? From government to health care to law, demand is growing for plain
language specialists in a variety of work settings. In our online certificate program, you’ll learn practical techniques to strip away jargon
and bureaucratese and produce clear, accessible writing that speaks directly to your intended audience.
Word Choice:
• Use
• common, everyday
words
• shorter, simpler
sentences
• active verbs
• personal pronouns (I,
you, we)
• clear, accurate language
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Plain Style
• Example of Plain Style:
• I will be responsible for “actioning” and undertake a “prioritisation” of my
commitments in terms of my daily scheduling.
• I will arrange my daily schedule.✔
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Use Familiar
Words
• Limit
• “ize” and “ization” words
• words from French
• foreign words and phrases
• jargon
• buzz words
Before
High-quality learning environments are a necessary precondition for
facilitation and enhancement of the ongoing learning process.
After
Children need good schools if they are to learn properly.
Before
If there are any points on which you require explanation or further
particulars we shall be glad to furnish such additional details as may
be required by telephone.
After
If you have any questions, please phone.
Before & After – Plain Language Examples
Before
It is important that you shall read the notes, advice and information detailed opposite then
complete the form overleaf (all sections) prior to its immediate return to the Council by way
of the envelope provided.
After
Please read the notes opposite before you fill in the form. Then send it back to us as soon as
possible in the envelope provided.
Before
Your enquiry about the use of the entrance area at the library for the purpose of displaying
posters and leaflets about Welfare and Supplementary Benefit rights, gives rise to the
question of the provenance and authoritativeness of the material to be displayed. Posters
and leaflets issued by the Central Office of Information, the Department of Health and
Social Security and other authoritative bodies are usually displayed in libraries, but items of
a disputatious or polemic kind, whilst not necessarily excluded, are considered individually.
After
Thank you for your letter asking for permission to put up posters in the library. Before we
can give you an answer we will need to see a copy of the posters to make sure they won’t
offend anyone.
Word Choice
OPTION 1
• It is preferable to effect the
adoption and implementation
of precautionary measures
than to embark on a
regrettable course of action.
Versus
OPTION 2
• It’s better to be safe than
sorry.
Keep Language
Specific, Precise, and
Functional
• Specify details
• Quantify facts
• The Registrar’s office is crazy busy!
• The Registrar’s office received 500 more
applications this year in comparison to
the same time as last year.
• Avoid ambiguous statements
• Use Idioms to help eliminate confusion
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Practice Factual and
Ethical Communication
• Be reasonable, factual, and moderate
• No personal bias
• Consider impact on others
• Are you comfortable with the public knowing
of something you have done.
• Consult colleagues
• Ask for a second opinion
• Avoid libel
• HR performance review where the term lazy,
crazy, corrupt
• Be timely and accurate
• Avoid delays whenever possible
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Practise Factual and Ethical
Communication,
• Avoid untrue or misleading statements
• Know what to disclose to whom (confidentiality agreements)
• Distinguish between fact and opinion
• Acknowledge sources to avoid plagiarism
Writing
Concisely
• Writing should be concise,
complete, and polite
• Shorten as much as possible
• Avoid sounding choppy,
blunt, or rude
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Writing should be concise, complete, and polite
• Shorten as much as possible
• Avoid sounding choppy, blunt, or rude
Presenter Notes
Presentation Notes
Conciseness means using the fewest words possible to say what you need to accurately and completely.
A modest amount of time spent crafting a concise, easy-to-read, well-organized message is time saved for your readers. In turn, time saved translates not just into money earned or saved but into
goodwill from the busy people you communicate with on a regular basis.
While conciseness is a virtue in business communication, being too concise leads to messages that sound uneven, blunt, or rude.
To write concisely
1. Eliminate long lead-ins
2. Revise noun conversions
3. Eliminate redundancies
Presenter Notes
Presentation Notes
Eliminate long lead-ins. Readers in a hurry want information conveyed to them as directly as possible. Unless extreme politeness is required, delete any opening phrases ending in that or because.
Revise noun conversions. Noun conversions focus on things, not actions—establishment over establish, approval over approve, and decision over decide. When verbs are converted into nouns, often with the addition of a -sion, -tion, or -ment ending, they lose their power and agency and in turn require weak supporting verbs to convey their actions.
Eliminate redundancies or word pairs that express the same meaning twice.
4. Revise empty phrases
5. Use strong, precise verbs
6. Revise wordy prepositional phrases
Achieving Conciseness (cont’d)
Presenter Notes
Presentation Notes
Eliminate or revise empty words and phrases. Rid your sentences of imprecise, inexact language and trim padded expressions.
Use strong verbs:
Choose clear, precise, instructive verbs rather than extended verb phrases.
Eliminate the need for intensifiers and qualifiers—such as really, extremely, incredibly, definitely, rather—by finding a verb that exactly fits the meaning you wish to deliver.
Avoid poorly defined, ambiguous verbs whose meanings are open to interpretation. (e.g., affected—affected how?)
Replace weak verbs, such as have and be (am, is, are, was, were), when they occur alone, with strong ones.
Replace could, would, and should with strong verbs when you do not need to show that an action is conditional.
As much as possible, write in the active voice (as opposed to the passive voice).
Revise wordy prepositional phrases. Prepositions—common words such as but, in, to, at, of, after, with, between—combine with other words to form prepositional phrases. The wordiness of some prepositional phrases can make sentences sound awkward and overwritten. The phrase can usually be replaced with a single-word modifier.
Keep Your
Style
Conversational
• For most business
correspondence
• Medium-length
sentences, familiar words
• Can use contractions,
personal pronouns
• Avoid slang, jargon, long
words
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Informal
style is a
casual style
of writing
• Informal style is a casual style of
writing.
• Resembles the way people talk out
loud more than formal writing does,
and it may feature more contractions
(“they’re” instead of “they are”) as
well as slang, abbreviations, and
expressions of emotions
• It can be difficult to understand for
an English learner or a person from a
different region of the country.
• Sometimes colloquialism takes the
form of a word difference; for
example, the difference between a
“Coke,” a “tonic,” a “pop,” and a
“soda pop” primarily depends on
where you live.
• In business writing, often the appropriate style will have a degree of
formality.
• Writers using a formal style tend to use a more sophisticated
vocabulary—a greater variety of words, and more words with
multiple syllables to enhance the formal mood of the document.
• More complex syntax, resulting in sentences that are longer and
contain more subordinate clauses.
• This writing style may use the third person and may also avoid
using contractions – not always the case.
Personal
and
Impersonal
Styles
Personal style
• Short sentences
• Personal
pronouns
• First names
• Active voice
E.G. Please let me
know if you have
any questions.
Impersonal style
• Mixed lengths
• No personal pronouns
• No first names
• Can use passive voice
E.G. Employees should
submit all inquiries to
their supervisor
Be positive
Focus on reader benefits
• Invitations
Be polite
• Not too polite
Use inclusive language
• Don’t use discriminatory
comments
Write with confidence
• Find the balance between
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• The words you
choose impact the
quality of your
message
• The tone of your
message is very
important
• Focusing on the
audience can assist
you in designing an
effective message
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Sentences and
How do you
feel about
writing
sentences
and
paragraphs?
• Raise one hand if you are not clear on how to write
a grammatically correct sentence.
• Raise one hand if you are not clear on how to write
a grammatically correct paragraph
• Raise two hands up if you understand how to write
grammatically correct sentences
• Raise two hands up if you understand how to write
grammatically correct paragraphs
Attention
to Detail is
the Key
Effective sentences
and paragraphs are
extremely important
for the clarity of a
message
• Simple Sentence:
• We will vote on the
issue.
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• Independent Clause
An independent clause is a group of words that
contains a subject and verb and expresses a complete
thought. An independent clause is a sentence.
Example: Jim studied in the Sweet Shop for his
chemistry quiz.
• Dependent Clause
A dependent clause is a group of words that contains a
subject and verb but does not express a complete
thought. A dependent clause cannot be a sentence.
Often a dependent clause is marked by a dependent
marker word.
Dependent marker words: Words added to the
beginning of an independent clause that make it a
dependent clause – after, although, as, as if, because,
before, even if, even though, in order to, since, though,
unless, until, whatever, when, whenever, whether, and
while.
Example: When Jim studied in the Sweet Shop for his
chemistry quiz, it was very noisy.
Types of
Sentences
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Types of Sentences
• Complex: One or more
dependent clauses and one
independent clause
• When we meet Thursday,
we will vote on the issue.
Types of Sentences
• Compound-Complex: One or more
dependent clauses and two or more
independent clauses
• When we meet Thursday, John will
present his report, and we will vote on
the issue.
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Write Balanced
Sentences
• Referred to as Parallelism, you
want to create sentences which
deliver similar content in a
similar way.
Example of a
Balanced Sentence
• Unbalanced: Our priorities are to improve
employee morale, reduce absenteeism, and
encouraging professional development.
• Parallel: Our priorities are to improve employee
morale, reduce absenteeism, and encourage
professional development
Paragraphs
• A paragraph is a unit of
meaningful thought, a group
of sentences that introduces
a subject and makes one or
more points about that
subject.
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There is no ideal length, a
paragraph’s length is
determined by what you
are saying.
Topic
Sentence
Paragraphs should have a topic
sentence as it helps you reader know
what information is most important.
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Paragraph
Coherence
• Good “flow” is the free and
continuous movement of
sentences from one to the next.
• With good planning, a logical
flow of information improves
clarity and makes your
document easier to read
Paragraphs
Exercise : Eliminating Wordiness Exercise 1
Does anyone in the class have any ideas on how to revise these sentences to state their
meaning in fewer words by avoiding passive voice, needless repetition, and wordy phrases
and clauses?
He dropped out of school on account of the fact that it was necessary for him to help support
his family.
He dropped out of school to support his family.
It is expected that the new schedule will be announced by the bus company within the next
few days.
The bus company will probably announce its schedule during the next few days.
There are many ways in which a student who is interested in meeting foreign students may
come to know one.
.Any student who wants to meet foreign students can do so in many ways.
Get in pairs
and revise
these
sentences
Revise the sentences so they are more concise and in plain language.
1. Trouble is caused when people disobey rules that have been
established for the safety of all.
2. A campus rally was attended by more than a thousand students. Five
students were arrested by campus police for disorderly conduct, while
several others are charged by campus administrators with organizing a
public meeting without being issued a permit to do so.
3. The subjects that are considered most important by students are
those that have been shown to be useful to them after graduation.
4. In the not too distant future, college freshmen must all become aware
of the fact that there is a need for them to make contact with an
academic adviser concerning the matter of a major.
5. In our company there are wide-open opportunities for professional
growth with a company that enjoys an enviable record for stability in
the dynamic atmosphere of aerospace technology.
6. Some people believe in capital punishment, while other people are
against it; there are many opinions on this subject.
Instructor will review the answers after you work on the sentences in
class.
Presenter Notes
Presentation Notes
. Disobeying safety regulations causes trouble.
8. Five out of more than a thousand students at a campus rally were arrested for disorderly conduct, and several others were charged by campus administrators with organizing a public meeting without a permit.
9. Students think that the most important subjects are those that will be useful after graduation.
10. Soon college freshmen must realize that they need to contact their advisors about their choices of majors.
11. Our company provides opportunities for professional growth and stability in the dynamic field of aerospace technology.
12. There are people who are for and people who are against capital punishment
Summary
• Good sentence design
leads to improve clarity
of your message
• Good paragraph design
also helps with clarity of
your message
• How you emphasize
important facts will
improve your reader’s
understanding of your
message
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• Internal communication
• Memorandums (memos) was the
cornerstone of internal
communications.
• Fast efficient way of
communicating with your team.
• The memos influence can be seen
on the style of e-mail.
• The most common and depended
upon business communication.
• Your reputation can be developed
through effective memo and e-mail
writing.
Presenter Notes
Presentation Notes
�Historically, it’s been the most frequent used form of communication in the workplace and this dates back to the early 1900 and now that’s not a tempo, so early 1900.
memos can take many forms, – announcements, reminders, instructions, invitations, summaries, and guidelines.
Unlike emails, memos are designed to contain some relatively complex details and/or information that people are expected to revisit or reference at some point again in the future.
A memo can:
Explain policy
changes
Announce
upcoming meeting
agendas or events
Announce budget
cuts
Summarize action
plans
Describe the
onboarding of new
clients
Detail minutes from a
meeting
Request
recommendations or
feedback
Notify employees of
a company problem
or solution
https://asana.com/resources/meeting-agenda
https://asana.com/resources/action-plan
Memorandums
Single topic, short
and simple
This Photo by Unknown Author is licensed under CC BY-SA
Presenter Notes
Presentation Notes
)�generally memos are internal documents, so they’re meant for employees to read, review and read,
Not for external clients or the general public.
generally focused on one specific issue and message and they’re used to communicate to either a single individual or even a broad group of employees.
memos are intended to be a quick read and they really want to get to the point.
So we’re talking one to two pages max. So as a result, they need to be written concisely.
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Memorandums
Know your
purpose!
This Photo by Unknown Author is licensed under CC BY-SA
Presenter Notes
Presentation Notes
�if the information is intended to be referenced in the future, then a memo is best because it can be printed or saved more easily than an email in some cases.
Let’s for example, say you work at McDonald’s and they’re making lots of changes to how customers and employees interact because of COVID-19. So they’ll likely want to document those changes in a memo so that people can reference it in the future
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Header
TO: Identifies the destination or the person to
whom the message is addressed. (Title is
optional)
FROM: Identifies the author of the memo, job
title might be used to provide context of the
memo.
SUBJECT: Identifies the topic or the purpose
DATE: Provides the complete and current
date
CC: “Carbon Copy” – Insert the name of
anyone else who will receive the memo
Presenter Notes
Presentation Notes
)�A memo is best used for when it’s intended to be printed.
So if you want the information to be printed out and put it in a memo, as I just mentioned, if you print from an email often it’s going to be the formatting will go wonky and really present challenges for people who need to interpret your information quickly.
Message
Introduce main point in the first paragraph
• Do not waste time restating the subject
line
Explain details in body
• Provide background information and
context so the reader can act on the
information you are providing in your
memo
Close with call to action
• Summarize your request for action
• Clearly outline who needs to do what
and provide a timeline
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https://en.wikipedia.org/wiki/NeXT_Computer
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Memo
Organization
Most important
information goes
first!
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Memo
Organization
Details regarding
the message go
in the body of
the message.
Memo
Organization
Lists are your
friend!
Memo
Organization
Our company has
three key business
segments: investing,
mortgage
operations, leasing
operations
Memo
Organization
Our company has
three key business
segments:
• investing
• mortgage
operations
• leasing operations
Memo Example: A General Office Memo
MEMORANDUM
To: All Staff
From:
The Manager
Date: May 27, 2021
Subject: Inappropriate use of time on Google Doodle games
Coworkers,
It has come to my attention that many in the office have been spending time on the Google
home page microgames. This memo is a reminder to use your work hours for work.
According to a recent article, the estimated daily cost of people collectively playing these
games instead of working is over $120 million—which is calculated based on the daily average
increased time spent on the Google home page (36 seconds).
If these estimates are applied to our 600 office employees, this results in a nearly $700 weekly
loss.
This is a conservative estimate considering the extensive discussions that occur about beating
the office’s current high score. The extra cost quickly adds up.
Of course, we don’t want you to view our organization as a place of drudgery and draconian
rules. I encourage a fun and competitive environment, and I recognize that we certainly won’t
be profitable if you are unhappy or dissatisfied with your jobs. This is just a reminder to be
careful with your use of company time.
Thank you,
The Manager
Reference:
Wright, Tony. (2010). The Tragic Cost of Google Pac-Man – 4.82 million hours. Retrieved May 26,
2010 from: http://blog.rescuetime.com/2010/05/24/the-tragic-cost-of-google-pac-man-4-82-
million-hours/
http://blog.rescuetime.com/2010/05/24/the-tragic-cost-of-google-pac-man-4-82-million-hours/
Assignment 2
Assignment Value: Worth 5% of your total grade
DUE DATE: Sunday, January 29, 11:59 PM
BACKGROUND AND LEARNING CONTEXT
• This assignment provides the opportunity for you to
practice your writing
• The key learning objectives are to include the following:
• learning general writing principles
• learning basic principles for expressing your thoughts
clearly in memo format
• learning the basic principles for planning an effective
message.
ASSIGNMENT INSTRUCTIONS – COVER MEMO
REQUIREMENTS
• Write a short memo outlining your personal experience
with learning how to write. Explain how those
experiences will impact your approach to our course.
Marking Criteria 2 points 1.5 1 point 0 points Total
Paragraph organization All paragraphs are of
appropriate length,
include
an introductory
sentence, relevant
details and concluding
sentence. Business
formatting is perfectly
applied.
Several paragraphs include
relevant details but are not
typically constructed well.
Business formatting is only
partially used throughout.
Majority of paragraphs are
not well constructed and do
not include relevant details.
Business formatting is rarely
applied.
Assignment does not meet
any of the criteria for the
“paragraph organization”
category.
Grammar and Diction Proper grammar,
punctuation and
spelling are used
throughout.
Proper grammar,
punctuation and spelling are
not used in most cases.
Proper grammar,
punctuation and spelling are
not used in the majority of
sentences.
Assignment fails to follow
appropriate writing
conventions.
Professional Writing All sentences are clear,
efficient (of appropriate
length) and well
constructed.
Many sentences are
unclear, of inappropriate
length (too long) and not
constructed well.
Most sentences are unclear,
inefficient, inappropriate
length and not well
constructed.
Assignment does not meet
any of the criteria for the
“professional writing”
category.
Communications Goal The student clearly and
concisely outlines a
revised schedule.
The student demonstrates
an understanding of the
assignment but fails to
articulate a new schedule
which is understood.
The student fails to provide
a new schedule
Assignment does not meet
any of the criteria for the
“communications goal”
category.
Layout Courteous language is
used throughout. The
entire document is
professionally written,
organized and in line
with Instructor’s
directions and
requirements for
document layout.
The document is written
courteously in several
areas. Some sections are
professionally written,
organized and in line with
Instructor’s directions and
requirements for document
layout.
The document is written
courteously in some areas.
Most sections are not
professionally written,
organized and in line with
Instructor’s directions and
requirements for document
layout.
Assignment does not meet
any of the criteria for the
“layout” category.
Marking Grid- Reference Guide 5% of Final Grade
CMNS 1140 Proposal Assignment (10 points)
Student Name:
- Week 3 – CMNS 1140
- Week 3 Agenda
- Meaning of critical thinking in English�
- Slide Number 6
- Why is tone important in communication?
- How can I make sure my messages have the appropriate tone?�
- Tone –example
- Professional writing style and tone �
- Strategies for Getting Diplomacy, Emphasis, and Tone Right
- Simon Sinek talks about how the Leader of an organization sets the tone for the organization
- In the following list of words, pick three words that best express your personality.
- Slide Number 29
- Learning objectives:�
- What is plain style?
- Word Choice: Plain Style
- Use Familiar Words
- Keep Language Specific, Precise, and Functional
- Practice Factual and Ethical Communication
- Practise Factual and Ethical Communication,
- Writing Concisely
- Keep Your Style Conversational
- Informal style is a casual style of writing
- Personal and Impersonal Styles
- Sentences and Paragraphs
- How do you feel about writing sentences and paragraphs?
- Attention to Detail is the Key
- Write Balanced Sentences
- Example of a Balanced Sentence
- Topic Sentence
- Paragraph Coherence
- Slide Number 69
- Get in pairs and revise these sentences
- A memo can:�
- Memo Organization
- Slide Number 83
- Slide Number 84
- Slide Number 86
What is critical thinking?
Critical Thinking
Topics
TONE
Tone
Tone
Tone
Tone
Tone
�
Strategies for Getting Diplomacy, Emphasis, and Tone Right
Formal or Informal Tone
Email Tone
Email Tone
ACTIVITY
Word Choice
Activity Instructions
Activity Instructions
Topics
Plain Style
Before & After – Plain Language Examples
Before & After – Plain Language Examples
Word Choice
How do you write in a concisely?
Achieving Conciseness (cont’d)
Achieving Conciseness (cont’d)
Formal Writing
Tone and Style: Tips
Summary
Break 10 minutes
Types of Sentences
Clause
Types of Sentences
Types of Sentences
Types of Sentences
Sentence Clarity
Paragraphs
Paragraph Length
Paragraphs
Summary
Memorandums
Memorandums
Memorandums
Memo Format
Memo Format
Memo Organization
Memo Organization
Memo Organization
Memo Organization
Assignment 2
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-SA
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.
wikimedia.org/wiki/File:Kwantlen_Polytechnic_University,_Cloverdale_campus,_front_entrance_(exterior)
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Unless otherwise referenced, content within this
presentation is informed by the following
textbooks:
Ashman, M. (2020). Introduction to
Professional Communication: BC Campus.
https://pressbooks.bccampus.ca/professiona
lcomms/
Cruthers, A. (2019). Business Communication For
Everyone. BC Campus:
Meyer, C. (2020). Communicating for Results.
Fourth Edition. Don Mills: Oxford University Press
Welcome to the Purdue owl®. Purdue
OWL® – Purdue OWL® – Purdue University.
(n.d.). Retrieved November 16, 2022, from
https://owl.purdue.edu/
Unless otherwise referenced, all images that appear in this
presentation are from www.pixabay.com. part of Microsoft
Office 365 or Adobe Creative and are free from copyright or
attribution requirements.
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Attendance
Any questions?
Reflect on your writing process
Review the writing process
The communication process
Getting the message across
Group activities
Videos
Today’s Agenda
Process
● Identify the multi-stage writing process
● Evaluate your own writing process
“The consequence [of writing] is that you must start
by writing the wrong meanings in the wrong words;
but keep writing until you get to the right meanings in
the right words. Only in the end will you know what
you are saying.” —Peter Elbow
“Don’t think; just write!” —Ray Bradbury
Freewriting
Freewriting, a writing strategy developed by Peter Elbow in 1973, is similar
to brainstorming but is written in sentence and paragraph form without
stopping. Thus, it . . .
• increases the flow of ideas and reduces the chance that you’ll
accidentally censor a good idea.
• helps to increase fluency second-language learners
•DO write down every idea you can think of about your topic, no matter
how “crazy”; you can judge later! (And no one else is going to see it)
•DON’T worry about correct grammar or spelling;
1. Describe a time when you wrote something you’re proud of.
2. What is your ideal writing process?
3. How do you normally complete an assignment? Does your process work or
do you struggle?
4. Do you use the same writing process when you write in diverse genres
(music, creative writing, videos, etc.)?
5. If you write in more than one language, do you use the same writing
process for each language you write? How are your writing processes the
same and different?
Writing
Three-step process
Pre-
writing Writing Revision
Presenter Notes
Presentation Notes
https://writing-speech.dartmouth.edu/teaching/first-year-writing-pedagogies-methods-design/teaching-argument
Pre-writing
Message Planning
Concise Purpose-
driven
Audience-
focussed
Pre-writing
Process
IDENTIFY THE
PURPOSE
ESTIMATE THE
SCOPE OF YOUR
SUBJECT
CONSIDER THE
AUDIENCE’S NEEDS
CHOOSE MOST
EFFECTIVE DESIGN
OR LAYOUT
SELECT A
COMMUNICATION
CHANNEL
COLLECT
INFORMATION
DEVELOP
SUPPORTING
POINTS
CRAFT A STORY
Presenter Notes
Presentation Notes
Prewriting: The process of gathering ideas and establishing the purpose, scope, audience, channel, and other details for a message.
Prewriting will help you adapt your message to the situation and tailor it to readers’ needs.
Pre-writing
Process
Write down 5 things you’ll
need to do to be successful
in the assignment. Using
this list and the assignment
prompt, create a timeline for
finishing the assignment.
Go for a walk (or do some
exercise) and think about
your writing task
Create an outline for your
work.
Use brainstorming (mind
mapping, bubble maps,
etc.).
Try illustrating your project
visually. Connect ideas and
thoughts with lines.
Read a similar document to
get ideas
Talk about your writing task
with a friend.
Create a comic strip or
series of doodles.
Presenter Notes
Presentation Notes
Pre-Writing
Read the assignment prompt, then quickly write down 5 things you’ll need to do to be successful in the assignment. Using this list and the assignment prompt, create a timeline for finishing the assignment. For example, if you’re being graded on using primary and secondary research, you’ll want to make time to research, analyze your sources and add your citations.
Go for a walk (or do some exercise) and think about your writing task. Sometimes moving your body helps you do brainstorming.
Create an outline for your work.
Use brainstorming (mind mapping, bubble maps, etc.).
Try illustrating your project visually. Connect ideas and thoughts with lines.
Read a similar document to get ideas.
Talk about your writing task with a friend.
Represent your writing task visually. Sometimes creating a comic strip or series of doodles helps you to figure out where to start.
This Photo by Unknown Author is licensed under CC BY
Presenter Notes
Presentation Notes
Does anyone know what this is?
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-NC
https://sjcposlib.blogspot.com/2014/10/your-school-library-mind-map-central.html
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This Photo by Unknown Author is licensed under CC BY-SA
http://stackoverflow.com/questions/10232850/js-library-for-creating-a-mindmap-like-interface
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Presenter Notes
Presentation Notes
Many great benefits
What are Mind Maps?
This Photo by Unknown Author is licensed under CC BY-SA-NC
• Diagrams
• Putting your thinking into
visual pictures, symbols,
numbers, and words
https://sjcposlib.blogspot.com/2014/10/your-school-library-mind-map-central.html
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Step 1: Think of a problem you are trying to solve., a
goal you want to achieve or an idea you want to explore.
Future
Presenter Notes
Presentation Notes
TIME PLEASE
Instructor draws on board circle with word Future
Using these 6 steps you can
create more mind maps
Step 1: Think of a problem you are trying to solve., a goal
you want to achieve or an idea you want to explore.
Step 2: Draw a circle
Step 3: Draw about 6 lines extending from the circle. The
lines touch the main circle
Step 4: In the center of the circle, write the main idea,
problem, goal, etc.
Step 5: On each of the 6 extended lines write or draw
images of various aspects or issues of the problem or goal
you are working on
Step 6: Add in-depth information and make your mind
map colourful
Presenter Notes
Presentation Notes
1 minute
Pre-writing
What is Your Purpose?
My
Purpose
Entertain
Inform
Shock
Persuade
Educate
Call for
action
Presenter Notes
Presentation Notes
Key Concept: People compose written documents for many reasons or purposes. Writing purposes can be best expressed in an infinitive statement: to + verb. The first click on this slide will show the infinitive statement. Additional clicks will provide a sample list of six different purposes for writing, but, of course, many more purposes for writing exist.
Activity: The facilitator may choose to show the infinitive statement, and then have the class brainstorm different reasons for writing. Participants might also be asked to give an example of their selected purpose at work.
Examples:
to educate–a composition textbook, a medical pamphlet about neonatal care, a magazine article about the differences between computer virus detectors
to call to action–a letter to your senator about nuclear waste, a letter to a newspaper editor about abandoned pets, an advertisement for a new credit card
to entertain–a magazine article about the new Tom Cruise movie, a comic strip, a web site devoted to presidential gaffes
Key Concept: The facilitator may point out that it is important to consider the purpose of the assignment itself. For example, a student who is given the assignment to write a persuasive paper and only writes an informative paper will not be fulfilling the requirements of the project.
Pre-writing
What is your purpose?
Presenter Notes
Presentation Notes
Purpose: Your reason for communicating and the objectives your message is meant to achieve. Most business communication has only one of two broad purposes: to inform (the most common purpose) or to persuade
Consider what you want your receivers to gain from your message and what their purposes for reading or listening may be (e.g., to receive instruction or notice or to evaluate).
How will they use the information?
Is there a particular result (e.g., a general response, a specific action, a change in attitude, approval for an initiative, or a decision) you are seeking from your audience?
Pre-writing
Purpose
Most bus iness commun ica t ion has on ly
one o f two b road purposes :
• to in fo rm
• to persuade
The writer’s traits can influence his
or her attitude to writing.
• Your age
• Your experiences
• Your gender
• Your location
• Your political beliefs
• Your parents and peers
• Your education
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Presenter Notes
Presentation Notes
Rationale: This slide offers a sampling of eight different characteristics about a writer that can affect his or her approach to writing (this slide will require a mouse click for each factor). There are, of course, many more factors, and the facilitator may choose to have the class brainstorm a variety of personal factors that affect writing situations.
Examples: To illustrate how these factors play a role in writing, the facilitator may choose to discuss some of the following examples:
Age–Age can play a huge role in how a writer thinks about a topic. Consider how a seventy-year-old would write about the subject of retirement benefits as opposed to an eighteen-year-old.
Experiences–How would someone who fought in the Vietnam War write about guerilla warfare differently than someone who has never fought in a war?
Gender–How might a woman write about the subject of abortion differently than a man might choose to write about it?
Activity: The facilitator may also choose to have the class participate and offer examples about the role of personal factors in hypothetical writing situations—an editorial letter about gun control, an article about home schooling, or an argument about drunk driving penalties.
Click mouse for each item in the list.
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• A textbook, a medical pamphlet about cancer, a magazine article about social
media
• A letter to the mayor about property taxes, a letter to a newspaper editor
about the environment, an advertisement for a new iPhone
• A magazine article about the new James Bond movie, a comic strip, a web
site about plants
Presenter Notes
Presentation Notes
Rationale: This final slide reemphasizes the importance of the rhetorical situation. At this point, the facilitator may choose to reemphasize components that might be especially important for the development of a given class assignment.
Click mouse for each paragraph.
• The purpose of writing is shaped by the genre and its projected audience
• Genres center on purpose and the needs/expectations of the projected
audience.
• Examples: fiction, autobiographical story, news article, review, letter to the
editor/editorial, rhetorical analysis, criticism, persuasive essay
Presenter Notes
Presentation Notes
Key Concept: Genre is also an important element when considering the purpose of a writing assignment. A genre is a category of writing; the purpose of writing is shaped by the category of writing and its projected audience. Stephen King, an author of horror stories, writes to shock and entertain his audience. Molly Ivins, a political writer, tries to persuade her readers through her editorials to accept her opinions and enact change.
Activity: The slide presents several examples of different writing genres. To promote discussion, the facilitator may ask participants to brainstorm additional examples. You can also relate genre to movie genres and talk/brainstorm about it from that angle.
Your audience is to whom you are
writing. Many of the same factors
which affect the writer also affect
the audience, including:
• Age
• Social class
• Education
• Past experience
• Culture/subculture
Presenter Notes
Presentation Notes
Key Concept: The audience, the group to whom one writes, is affected by many of the same factors that influence the writer. Writers need to use appropriate word choices and tone to appeal to their audiences. Consideration of the factors that define a particular audience will aid in making writing persuasive and effective.
Activity: The facilitator may ask participants to consider how a writer’s conception of his or her audience changes in each of the following examples:
How might a writer in favor of gun control write towards members of the National Rifle Association? A gun control advocate group? An undecided voter?
How might a historian explain the Clinton impeachment trial in a second grade history textbook? A ninth grade textbook? A college textbook?
How might you write a letter to your parents about the last party you attended? To your best friend from high school? To your grandmother?
Key Concept: Students sometimes tend to take the concept of audience very literally–”I’m writing this paper for my instructor.” The facilitator may here choose to talk about a general writing audience: twenty to forty-five years old, men and women, college educated, generally aware of world events.
Image source: www.flickr.com licensed under creative commons.
• A topic is what you will write about.
• May be broad or narrow depending
on the length of your writing and your
interest.
•
s should be appropriate to the
rhetorical situation you are in.
Topic
Presenter Notes
Presentation Notes
Key Concept: Topic is usually the first thing students think of when they are given a writing assignment. When coming up with a topic, it is important to consider the parameters of the writing assignment, the projected length of the project, and the complexity of the issue being discussed. Narrowing a topic is an important process that should not be overlooked; making a topic more specific and focused can help the writer to build a more controlled, comprehensive, and compelling argument.
Examples: The American welfare crisis is not a topic that could be adequately covered in a three-page paper; this is a topic that might be more appropriately covered in a book-length argument. Conversely, the need for a new university bike rack is not a topic that could be covered well in a twenty-page assignment. Sometimes topics, such as the need for bike racks, need to be broadened to fit the requirements of the assignment.
is affected by the:
Time period or timing
Location
Current events
Cultural significance
Context
This Photo by Unknown Author is licensed under CC BY
Presenter Notes
Presentation Notes
Key Concept: Topic is usually the first thing students think of when they are given a writing assignment. When coming up with a topic, it is important to consider the parameters of the writing assignment, the projected length of the project, and the complexity of the issue being discussed. Narrowing a topic is an important process that should not be overlooked; making a topic more specific and focused can help the writer to build a more controlled, comprehensive, and compelling argument.
Examples: The American welfare crisis is not a topic that could be adequately covered in a three-page paper; this is a topic that might be more appropriately covered in a book-length argument. Conversely, the need for a new university bike rack is not a topic that could be covered well in a twenty-page assignment. Sometimes topics, such as the need for bike racks, need to be broadened to fit the requirements of the assignment.
https://inmyownterms.com/page/3/
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Research data or generate ideas for content
• brainstorming: free-association; list ideas as they come to mind
• mapping/clustering: visual form of brainstorming, linking ideas
into clusters
• asking questions: who, what, where, when, why, how
Informal idea-generation strategies
• in-house: aarchived company records, documents, and files
• digital media: social media, websites, blogs, podcasts, video
• published sources: books, research studies, statistics
• market research: surveys, interviews, focus groups
Information sources:
Presenter Notes
Presentation Notes
Formal research methods, required for formal reports and presentations, are detailed in Chapter 12.
market research: The process of gathering information about how people will react to current or proposed products and services.
General market research may involve sorting through data from a third-party organization that specializes in conducting public surveys (e.g., the Conference Board of Canada or Statistics Canada).
For targeted results, business can arrange surveys, questionnaires, interviews, or even focus groups for which they specify the questions and topics of discussion; larger businesses often choose to conduct such research through an external agency that provides market research services for a fee (e.g., Ipsos-Reid).
Supporting Points:
Evidence and Examples
Numerical, statistical,
and factual data
Visual and graphical
elements
Appeals to authority
Narratives
Descriptions
Presenter Notes
Presentation Notes
Provide details and context the audience needs for your message to succeed.
Major points sometimes cannot stand entirely on their own. They often require amplification or explanation—in other words, details. E.g., a product may need to be described to help receivers fully understand its features and benefits; new procedures will need to be explained so receivers will know when they go into effect, what to do, and what will change as a result.
Numerical, statistical, and factual data: essential to operations and decision-making
Visual and graphical elements: make complex data easier to understand and remember
Appeals to authority: quoting experts builds credibility
Narratives: detailed, chronological accounts of events, conversations, agreements, problems and resolutions, progress
Descriptions: make concepts and artifacts more tangible by providing details about colour, dimensions, parts, materials, and functions
Organizing and
Outlining
• Sequential (step-by-step)
• Chronological
• General-to-specific
• Cause-and-effect
Organizing
• Shows how to arrange ideas
• Ensures document is logical and complete
• Provides framework for writing
Outlining
Presenter Notes
Presentation Notes
organizing and outlining: The process of arranging information for clarity and impact.
sequential development: A method of organization that describes the arrangement of steps in a process.
chronological development: A method of organization that describes events in the order in which they occurred.
general-to-specific development: A method of organization that begins with general information on a topic followed by specific details.
cause-and-effect development: A method of organization that links events with the reasons for them.
Outline: A framework for a document, showing its divisions and elements
Chapter 11 has samples of alphanumeric and decimal outlines.
Chapters 6 to 9 cover the most frequently written types of messages and include basic writing patterns for receptive and unreceptive audiences—sometimes known as good-news and bad-news patterns—for business correspondence.
Expand your
outline
Begin with the
easiest part
It does not have
to be perfect
• Read your work out loud.
• Leave your work overnight
• Describe your work to someone
• Compare your work to the assignment
prompt or rubric
• Print your work out and cut it Underline
the main point of each paragraph
• Show your work to your teacher, a
colleague or friend
Presenter Notes
Presentation Notes
Read your work out loud. The ear is a better editor than the eye.
Leave your work overnight so that you can come back to it with fresh eyes.
Describe your work to a trusted friend or family member and encourage them to ask you questions.
Compare your work to the assignment prompt or rubric. Read a criteria/rubric point then go to your work and underline where in the work you met the criteria.
Print your work out and cut it up so that each paragraph is on its own piece of paper. Try reorganizing your paragraphs. Does another order work better?
If your writing uses sources, print your work out and highlight every time you use a source. If your writing has no highlighted parts, you might want to add sources. If your writing is mostly highlighted, you might want to do more analysis of the sources.
Underline the main point of each paragraph. If you can’t point out what the point of the paragraph is, you may need to rethink it. If your paragraph has multiple points, you may need to break it up.
Show your work to your teacher, a colleague or friend and ask them what they think the goal of the assignment is.
1. Read and revise for completeness
Did you include all the information you need?
2. Read and revise for coherence and structure
Do you need to clarify any passages or explanations?
Does the overall organization make sense?
Do you need to move any sentences or paragraphs around?
3. Edit and proofread language and formatting
Accuracy, conciseness, sentence and paragraph construction
Consistency and format
Readability, word choice, and ethics
Grammar, spelling, punctuation
Typographical errors
Revising, Editing,
and Proofreading
● Identify the multi-stage writing process
● Evaluate your own writing process
After this lesson, you will be able to:
Describe the communication process.
Identify communication barriers and apply
strategies for overcoming them.
Identify core competencies for interpersonal
communication.
Explain the importance of non-verbal
communication.
Situated: embedded in a particular
environment or socio-cultural context
Relational: involves ability to interact
effectively and ethically at a given moment
Transactional: exists as a co-operative
activity in which people adapt to one another
Presenter Notes
Presentation Notes
Communication isn’t something that just happens as a part of work life.
It is a process or series of actions aimed at achieving a desired outcome or goal.
Senders and receivers of information are involved in this partnership.
This partnership involves an exchange that takes place through language or a set of signs and symbols (e.g., words or gestures).
In this exchange, a sender transmits a thought that carries an agreed-upon meaning within a particular context with the aim of eliciting a receiver’s response.
The receiver must be able to understand what is significant about the data and make meaning out of it.
• Sender/Source: The person who wants to communicate.
• Message: The information the sender wishes to communicate.
• Encoding: How the message is to be communicated e.g.
verbally or written.
• Channel: How the message is sent e.g. face to face or by
email.
• Receiver: The person to whom the sender sends the message.
• Decoding: How the receiver understands or interprets the
message.
• Feedback: The receiver’s response to the message.
.
Presenter Notes
Presentation Notes
Sender: Sender—form of the idea like – its content, tone, emphasis, and organization—shaped by the sender’s context, knowledge, attitudes, background,
Encoding—encoded verbally or non-verbally—in writing, speech, or gestures
Channel—delivery can be by social media, text, spoken word, letter, memo, report, telephone, computer, voice, or gesture.
Can be synchronous (i.e., communication take places directly, at the same time or in real time) or asynchronous (i.e., information is stored or archived and accessed later so that sender and receiver do not need to be present at the same time).
Receiver—decodes the message – receiver’s life experiences, knowledge, attitudes, and context can influence how they interpret and respond to the message.
Feedback—the receiver responds to the message – can be non-verbal (nodding one’s head during a face-to-face conversation); oral (the “umms” or “ahhs” during a telephone conversation); or written (the reply e-mail that conveys a reaction).
COMMUNICATIONS
PROCESS
EXAMPLE
Marc is a marketing executive who
wants to give a presentation to his
executive board to request further
funding for his department.
1. Organizing Marc’s Thoughts (Source)
Who does Marc want the message to
reach
What action does he want from the
audience
Presenter Notes
Presentation Notes
dentify all the people you want your message to reach.
Marc’s message needs to be heard by all the executive board and especially the CEO.
Identify what action you want your audience to take after receiving your message.
The CEO will approve the extra budget that Marc is requesting.
Identify what information your receivers need the message to contain.
The lost opportunity in the marketplace if they don’t approve the increased budget.
The sense that this opportunity might be captured by our competitors.
The strong return on investment of this budget increase.
2. Compose and encode message
How is Marc going to communicate his
message e.g. face to face or email or text?
Is the audience knowledgeable about the topic
in question?
Does his audience prefer high-level big
picture information or more detailed
information?
Does his audience have any preconceived
ideas or assumptions that could reduce the
effectiveness of his message?
Presenter Notes
Presentation Notes
his message is face to face using a presentation.
No, so Marc will try to focus on the opportunity in his presentation rather than the details of how the budget will be spent.
COMMUNICATIONS
PROCESS
EXAMPLE
3. Deliver the message
How is Marc going to deliver the
message?
Time, date
Eliminate distractions (turn off phones
and laptops)
Presenter Notes
Presentation Notes
The only time Raj can really deliver his message to everyone required is during the monthly executive board meeting.
COMMUNICATIONS
PROCESS
EXAMPLE
4. Receive feedback
Has he included a process for
collecting feedback? (ask directly or
provide a form/questionnaire)
He could allow time for questions and
answers after his presentation
He can observe body language
He can reflect on presentation
Presenter Notes
Presentation Notes
While the model may seem obvious and something most of us do naturally, breaking communication down into its constituent steps and forcing yourself to think about each step can help you improve the effectiveness of each communication you originate. Ensuring you receive feedback on each communication you originate will also ensure your communication skills continue to improve over time.
Channel overload – voicemail full
Information overload – too much information for the
receiver to absorb
Emotional interference – strong feelings
Semantic interference – words have different meanings
Physical and technical interference
Mixed messages – messages give off conflicting signals.
resulting in misunderstanding
Channel barriers – wrong communication channel
Environmental interferences. – people view the world
differently
Presenter Notes
Presentation Notes
Channel overload occurs when the number of messages transmitted through a channel exceeds its capacity. You may. for example. try to leave a voicemoil only to find that someone’s voicemoil box is full.
channel carries too much information for the receiver to absorb or when too many messages ore transmitted simultaneously. leaving receivers unable to handle them and feeling annoyed and confused.
Strong feelings con interfere with on individual’s ability to communicate objectively
Can you think of an example that is a barrier to
the communication process?
Example: Anger is a psychological barrier to
communication.
Presenter Notes
Presentation Notes
When we are angry, it is simple to say things that we may afterwards regret and also to misunderstand what others are saying. Also, people with low self-esteem may be less self-assured and therefore may not feel comfortable communicating
• Focusing on a personal agenda.
• Experiencing information overload.
• Experiencing physical difficulty.
This Photo by Unknown Author is licensed under CC BY-SA-NC
Presenter Notes
Presentation Notes
Some basic skills can help you to be a more effective communicator in the classroom. This Teaching Tip explores:
barriers to listening and strategies for effective listening;
barriers to accurate perception and strategies for accurate perception; and,
barriers to effective verbal communication and strategies for effective verbal communication.
Focusing on a personal agenda. When we spend our listening time formulating our next response, we cannot be fully attentive to what the speaker is saying.
Experiencing information overload. Too much stimulation or information can make it very difficult to listen with full attention. Try to focus on the relevant information, and the central points that are being conveyed.
Criticizing the speaker. Do not be distracted by critical evaluations of the speaker. Focus on what they are saying – the message – rather than the messenger.
Getting distracted by emotional noise. We react emotionally to certain words, concepts and ideas, and to a myriad of other cues from speakers (appearance, non-verbal cues such as gestures, etc.). Make a conscious effort to quiet your own emotional reactions so that you can listen properly.
Getting distracted by external “noise”. Audible noise may be extremely distracting. Some things can be minimized – e.g., turn down the ringer on your phone, and notifications on your phone or computer while meeting with someone. Other noises may be unavoidable – e.g., construction, other people. Also, there may be figurative “noise” from the external environment, such as distracting or inappropriate decor in a room, or environmental conditions such as the room being too hot or cold.
Experiencing physical difficulty. Feeling physically unwell, or experiencing pain can make it very difficult to listen effectively. You may wish to communicate that this is not a good time, and reschedule the discussion.
http://brewminate.com/the-importance-of-listening-in-effective-communication/
https://creativecommons.org/licenses/by-nc-sa/3.0/
To overcome barriers
BE TIMELY AND
TIME-SENSITIVE
BE PURPOSEFUL BE A GOOD
LISTENER AND A
CAREFUL READER
BE CONTEXT-
SENSITIVE
BE PROACTIVE
Presenter Notes
Presentation Notes
Be timely and time-sensitive: routine situations—respond as soon as you have the information you intend to pass on; emotionally charged situations—choose the right time, when others will be receptive to your communications
Be purposeful: In all but the very briefest message, state your purpose for meeting, talking, or writing at the beginning
Be a good listener and a careful reader: Give your full attention to the message and its context
Be context-sensitive: Consider the physical context (time and location of the exchange), the history or previous communications between the participants, the type of relationship between the participants, the moods or feelings each participant may be experiencing, and the values, attitudes, and beliefs each participant brings to the interaction
Be proactive: If you are unsure about what you have heard or read, verify the facts and get more information before proceeding
emotions attitudes greetings status
• 7% from the words that are spoken
• 38% from voice quality
• 55% from non-verbal cues
Meaning
Presenter Notes
Presentation Notes
Non-verbal communication: Communication that does not use words but takes place through gestures, eye contact, and facial expressions to convey emotions, attitudes, greetings, and cues of status
Plays an important role in building and maintaining interpersonal relationships and managing impressions.
Presenter Notes
Presentation Notes
Figure 2.5: The Three General Domains of Non-Verbal Skills
Non-verbal skills and abilities fall into three general domains, all essential to achieving competence as a non-verbal communicator.
Developing non-verbal communication skills can help you “read” people and their attitudes, not just the words they speak or write, and make you a more effective and confident communicator.
Non-verbal cues are also an important source of feedback that can tell you how successful your communications are—what the mood of a group is, when the group has heard enough, and whether someone in the group would like to speak or raise a question.
Use of space (proxemics): amount of space
individuals maintain during a conversation or
interaction
Use of time (chronemics): how people use and
interpret time in non-verbal communication
Paralanguage (vocalics): acoustic or non-
verbal vocal qualities of verbal communication
Presenter Notes
Presentation Notes
Proxemics—the amount of space that individuals maintain between each other during a conversation or interaction according to their cultural backgrounds
can lead to serious failures in communication
explains why invading someone’s personal space—by standing too close or overstepping what is appropriate in a particular social context—can lead to misunderstanding and negative interpersonal perceptions
Chronemics—how people use and interpret time in non-verbal communication
time is a valuable commodity that is uniquely connected to status
how punctual a person is, how long someone is willing to listen or wait for a reply, the pace of speech or tempo of a conversation—are factors that influence the interpretation of that interaction
Paralanguage—acoustic or non-verbal vocal qualities of verbal communication
they can reveal underlying emotions
are used to infer personality traits
Presenter Notes
Presentation Notes
Figure 2.3 The Three Classes of Vocalic Cues
The way a message is spoken in terms of three classes of vocalic cues can reveal underlying emotions and be used to infer personality traits
Shifts in meaning can occur with the subtlest changes in volume and emphasis.
Examples:
A change in vocal inflection can turn a general observation “Oh, really,” into an expression of sarcasm.
“We can’t fill your order” is a factual statement if said at normal volume but may terminate a customer relationship if it is shouted.
“I’m very concerned about this problem,” spoken with equal emphasis on each word, delivers a different message than when you say “I’m very concerned
about this problem” (other people may not be)
“I’m very concerned about this problem” (my concern is strong); or “I’m very concerned about this problem” (there are other problems)
Gestures Posture Eye contact
Facial
expressions Image
Body
Language
Presenter Notes
Presentation Notes
Body language (kinesics)—based on the assumption that all humans—consciously or unconsciously—act and react both verbally and with their bodies.
Non-verbal communication conveyed by gestures, posture, eye contact, and facial expressions
The meaning of these signals and their positive and negative value can shift depending on the receiver’s culture, personality, and experience
Gestures: Various hand and arm movements and specific body positions that express special meanings—often culturally determined. Most gestures convey unconscious messages on the sender’s part, so excessive
gesturing is a distraction that should be kept in check.
Types of gestures:
Emblems—easily translated into unequivocal verbal statements, e.g., waving goodbye or holding a palm outward to signal “stop.”
Illustrators—non-verbal behaviours that accompany speech and depict what is said verbally, e.g., wagging a forefinger at another person in a verbal interaction that involves reprimand or disagreement.
Affect displays—convey emotion, primarily through the face, e.g., a smile.
Regulators—control interaction, e.g., leaning forward to signal entry into a conversation.
Adaptors—body movements that aid in the release of bodily tension due to new or anxious situations, e.g., crossing your arms, running your hand through your hair, or tapping a pencil
Posture: Open body positions (arms uncrossed and away from the body, legs uncrossed, leaning forward) suggest ease, comfort, and agreement. Closed body positions (arms folded across the torso, legs close together or crossed, hands in pockets) may suggest defensiveness, a lack of receptivity, or discomfort
Eye contact: Meaning depends on degree, duration, and context (both interpersonally and culturally). Direct and purposeful eye contact is a sign of honesty, sincerity, respect, and recognition. More than a passing glance between strangers, however, can make both parties uncomfortable. Averting one’s eyes can communicate stress or dishonesty; deliberately averting one’s eyes can indicate anger or a lack of interest, although in some cultures it is interpreted as a sign of deference.
Facial expressions: There are six universally recognized facial expressions: happy, sad, afraid, surprised, angry, and disgusted. Most expressions are short-lived, but they can nonetheless indicate personality traits, judgements, attitudes, and emotional states.
Image: Personal choices pertaining to such things as clothing and accessories can be communicators of professional identity and corporate culture. Generally, dressing for law, finance, and business settings as well as the boardroom requires more formal attire (e.g., business suits), whereas creative industries favour casual dress (e.g., dark denims, casual collared shirts, and skirts).
Reflected on the writing process
Reviewed the writing process
Identified the communication process
Reviewed how to get the message across
In today’s class, we
- Slide Number 1
- Slide Number 2
- Today’s Agenda�
- Pre-writing�Message Planning
- Pre-writing �Process�
- ���Pre-writing�Process�
- Slide Number 13
- Slide Number 15
- What are Mind Maps? �
- Step 1: Think of a problem you are trying to solve., a goal you want to achieve or an idea you want to explore.
- Using these 6 steps you can create more mind maps
- Slide Number 21
- Pre-writing �What is your purpose?
- Pre-writing�Purpose
- Slide Number 27
- Supporting Points: �Evidence and Examples
- Organizing and Outlining
- Revising, Editing, �and Proofreading
- Getting the Message Across
- Learning Outcomes
- The Communication Process
- Slide Number 40
- Elements of the Communication Process
- Communications process example
- Barriers to Communication TO the process
- Slide Number 47
- Example?
- Barriers to Effective Communication
- Do you have an example of non-verbal communication?
- Non-Verbal Communication
- Non-Verbal Communication (cont’d)
- Components of Non-Verbal Communication
- Components of Non-Verbal Communication (cont’d)
- In today’s class, we�
The Writing Process
Learning Outcomes
Freewriting
Freewriting
Freewrite for 5 minutes – choose a question
Writing
Creating a Mind Map
Mind Map – hobbies
Why Mind Maps?
The Writer
Examples – What is the purpose?
A Genre is a Category of Writing
Topic
Context
Content Generation
Drafting
Revising
In this lesson, we learned:
Communications process example
Communications process example
Communications process example
Barriers to listening
Components of Non-Verbal Communication (cont’d)
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Formatting
Title Page
Citation
Outline
