OUMH1203 ENGLISH for WRITTEN COMMUNICATION TUTOR: MISS ONG GEK SIEW NAME: ZAMALUDIN B. TAHA REVISION TOPIC 1
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What is th the pu purpose of communica ication? The purpose of communication is to get our message across to others.
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Defi Define ne Com Communic unicat atio ion n and and draw raw the the pro process cess.. Communication is defined as giving, receiving or exchanging information, opinions or ideas so that the “message” is compete! understood "! ever!"od! invoved.
#ender
$essage
&nderstand and in interpreting the fe feed"ac'
%eceiver
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%eceiver
&nderstand and interpreting the message
(eed"ac'
#ender
Wh! is it imp importan rtantt to to get get !our our mes messa sage ge acro across ss?? *etting our message across is important to progressing+ we can conve! our thought and ideas effective!.
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-den -denti tif! f! stag stages es of com commu muni nicat catio ion n proce process ss that that mig might ht min minim imi/e i/e "ar "arri riers ers in in commu communic nicat atio ion. n. a0 "0 c0 d0 e0 f0 g0 h0 i0 70 '0
#tatus Cutura differences Choice of of co communication Ch Channes ength of communication &se of anguage Disa"iities nown or un'nown receiver -ndi -ndivi vidu dua a 3erc 3ercep epti tion ons4 s45t 5tti titu tude des4 s43e 3ers rson ona ait itie iess 5tmosphere46oise4Distraction Carit! of message ac' of feed"ac' 1
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Communicators need to heed what 9give 8 main factors0 in order to essen pro"ems in communication? ! (! )! *! '! f0 g0 h0 i0 70 '0
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"##$" % ro&' )$&#$r& *+ff'r',)'" )-o+)' of )o$,+)#+o, )-,,'&" &',/#- of )o$,+)#+o, $"' of &,/$/' disa"iities 'nown or un'nown receiver individua perception 4 attitudes 4 personaities atmosphere 4 noise 4 distraction carit! of message ac' of feed"ac'
What is written communication? Written communication is communication "! means of written s!m"os and it communicated "! or to or "etween peope or groups. -t provides records for future reference.
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;ow can !ou improve !our written communication s'is?
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=xpain with the exampes the common errors !ou might face in writing? a0
Co,f$"+,/ &,/$/' means confusing words that can misead the reader and cause communication "rea'down or "arriers "etween the writer and the reader. #ome words are am"iguous, "om"astic, vague, sexist, trend! exaggerated, infated and archaic.
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V'r(o"+# means the use of too man! words. The overuse of words interferes with understanding.
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Poor S',#',)' S#r$)#$r' reates to writing fragments instead of whoe sentence and writing sentences that ac' unit!. Tr! to 'eep !our sentence9s0 short and compact to ensure that the! are correct, ogica and eas! to read. ong compicated sentences can "e difficut to read and understand. Word order is important for meaning.
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I,for#+o, o'r&o* means giving too much information, hence, the reader "ecomes overwhemed and confused. 5 writer must decide what sort of information is reuired in order to produce a cear, concise and reevant written wor'.
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6ame the component which is the minimum accepta"e standard in short memorandum report. a0 "0 c0 d0 e0
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%eaderAs name WriterAs name Date #u"7ect ine or tite Bod!
What must "e documented? 5n! idea, ogic or argument or phraseoog! derived from an outside source must "e documented.
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What are the factors that affect the choice of methods of communication? a0 "0 c0 d0 e0 f0
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cost time confidentiait! convention urgenc! whether written records are reuired
Wh! peope are apprehensive of writing? 3eope are apprehensive of writing due to a0 oneAs wea'nesses as a writer 9for exampe, anguage deficiencies0 "0 too much information in the text c0 wrong choice of channe or format deiverance d0 "arriers "etween the sender and the receiver 9 for exampe cutura, status, roe0 e0 too man! process
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What do !ou need to ensure that !our document is eas! to read for peope at a organi/ation eve? a0 "0 c0 d0
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a cear indication of !our purpose accurate and o"7ective information suita"e headings a suita"e order of information
;ow does communication in groups ta'e pace? Communication in groups ma! "e forma or informa. -n forma setting, peope meet to discuss su"7ects stated in the agendas and the! ma'e ever! attempt to sette matters at their disposa. -n an informa setting, matters discussed are of minor importance and this does not mean that serious matters are not discussed at a.
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The EnoiseA in the message ma! ead to? a0 "0 c0
unnecessar! response from the receiver. message is not understood due to anguage "arrier message ma! "e wrong! interpreted )
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*ive short definition 4 expanation of the foowing a0
C-,,'& refers to the ine of communication used in the communication process.
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'+&" refer to eectronic mai which aows the user to send and receive messages. We can communicate with others around the word and participate in the discussion groups.
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Wh! do we write etters? We write etters to communicate with other peope.
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Wh! is it that !ou need to give date and reference num"ers to forma etters? We need to give date reference num"er to forma etters so that we have a permanent record.
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Brief! expain the different parts of a etter. Do !ou thin' each part is important? Wh!? The different parts of a etter are as foow a0 "0 c0
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T-' L'##'r-'* or R'#$r, **r'""
Fur etter is incompete without these parts of the etter. .
=xpain "rief! the conventions of etter writing? The conventions of etter writing are written singe spaced in three parts, name! the introduction, midde 9sometimes caed the "od!0 and concusion. The introduction and concusion are often made up of one paragraph each. The midde can "e stretched to two or more paragraphs depending on the content.
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=xpain "rief! how one shoud go a"out writing the midde of the etter? This part if the etter is to support the introductor! paragraph which introduces one idea. -f we are app!ing for a 7o", this section is where we provide some detais of ourseves. We can event su"mit a Curricuum Gitae to give fu detais on ourseves together with the etter.
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=xpain "rief! on how to concude !our etter? This section is to drive our message through. We express our gratitude to our recipient even if we do not 'now if he or she wi respond positive! to our message.
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What is a forma etter? 5 forma etter is etters send "! someone in an organisation to someone outside the organisation as to ma'e their communication forma.
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What are the reasons of writing foow up etters? a0 "0 c0
To show that we understand what our cient reuires Whether we can fufi their reuests To express our pan or ideas in cear, precise and easi! understood anguage.
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Draw &ric 6eisserAs $ode of communication.
*uide
6ew -nformatio n 6eeds -deas -mages of the word etc
=xporatio n 5ffect
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What are the differences "etween the modes of communication "! Caude #hannon, %oman Ha'o"son, &ric 6eisser and $ichea 3oan!i?
Caude #hannon ngineer ased his information heor! on mathematica heorems.
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%oman Ha'o"son %ussian inguist -ntended his mode for spo'en communication.
channe
Context
receiver
Writer
contact
&ric 6eisser 3s!choogist of cognition ;e presents perception as exporator! and recursiveness. ;e appies it to the writing processes. *uide
reader
he encoding and ecoding of information is mportant to "e transferred
is mode ignores the eason peope compose essages. The message tsef is not awa!s the eason peope ommunicate. #ometimes he communication is not o rea! information "ut to uid and maintain eationship
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6ew -nformation
Code message
This does not account for the motive and such factors. The writer and the readers use the same code in order to ma'e the communication simper.
;e fais to ta'e into account the earning that goes into neither communicating nor the recursiveness in writing and reading.
I6eeds I -deas I-mages of the word
=xporation
$ichea 3oan!i 3hiosopher Beieves in the “Tacit dimension”
5 person discovers meaning in an experience. The person writes something i'es poems, essa!s, etc. Writer
texts
reader or a tota stranger
5ffect
We write guided "! our ideas, "eiefs and motivation. 5s we write, we expore, discover and earn. -nformation produced starts us with new ideas, then new ideas infuence our "eiefs and exporation "egins again and again. Writing process as motivated, exporator! and recursive.
The text does not conve! the origina experience to the reader instead meaning.
The mode highights on the importance of interpretation.
Discuss %oman Ha'o"sonAs mode in detai. ;e is a %ussian inguist and he intended his communication mode for spo'en communication. #ome argues that his mode does not app! to written communication at a, athough this is de"ata"e. ;is mode ta'es into account the writer, reader, context, message, contact, and code. -t does not account for the motive and such factors.
The )o,#)# is our medium, can "e simpe as a poster on a wa. The )o*' is the anguage !ou 5r+#' in. -f the 5r+#'r and the r'*'r" use the same code then communication is much simper. The code aso incudes the apha"et !ou use, the discourse conventions !ou use and such things. %oman Ha'o"sonAs mode "orrows from Caude #hannonAs mode transmission via channe. ;e fais to ta'e into account the earning that goes into neither communicating nor the recursiveness in writing and reading. .
Discuss $ichea 3oan!iAs mode in detai. ;e is a phiosopher. ;is wor' contri"utes to our understanding of communication. ;e "eieves in the “tacit dimension”+ the fact that we 'now more than we can sa! and than we often sa! more than we reai/e. -n this mode, a person discovers meaning in an experience. #omeone who read the text discovers meaning in it. The reader ma! "e the writer himsef or a compete stranger. The important impication of this mode is that the text does not conve! the origina experience to the reader instead it conve!s meaning. The meaning the readers discover in the text ma! not "e the meaning intended "! the writer. $an! texts do not conve! a singe, uneuivoca meaning to a readers. This mode highights on the importance of interpretation as the mode "ased on &ric 6eisserAs wor'.
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What do !ou thin's signs and s!m"os refer to in the process of communication? S+/," can "e an!thing that is used to point or stand for something ese. 5s for "(o&", the! are signs we use to refer to compex things.
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;ow do !ou interpret iterature? -n iterature the "(o&" are portrait in the form of &&'/or+'" which can "e interpreted to revea a hidden meaning.
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What is sign, s!m"os and metaphor? *ive exampes for !our expanation. a0
S+/," can "e used to represent an!thing such as ideas, experiences, images, o"7ects, feeings, concepts and ever!thing ese. Words are signs. The things represented "! these signs need not "e present when we use the signs. (or exampe, when we use names to ta' a"out peope, the! need not to "e there when we ta' a"out them. #igns are used in contexts which are in turn pa!ed a ma7or roe in heping us understand the signs. We understand road signs "ecause the! are paced on roadsides. 5 simpe and conventiona use of sign is caed itera meaning.
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S(o&" have compex meaning in addition to the itera meaning. #ometimes, the itera meaning of the s!m"o ma! ta'e itte or no sense, so the compex meanings ta'e precedence. The more significant or important the s!m"o, the more meanings it em"odies. -n some cases, the meanings ma! even contradict each other.
(or exampe, !eow is the ro!a coour of our countr! "ecause it portrait the eadership of our
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5 '#-or is aso i'e a s!m"o. -t is a statement, phrase or word that stands for something ese. The "usiness word has pent! of these, used in ever!da! communication. (or exampe, !ou receive a etter of compaint sa!ing that the orange 7uice !ou sent was “not up to your standards.” This phrase can rea! mean something i'e” your delivery was tasteless and we are going to buy our stock from someone else from now on.” The pro"em with metaphors is that the! can "e usa"e and if !ou do not 'eep up with changes, !ou can "e easi! misunderstand the message.
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;ow do !ou write a good report? a0 "0 c0 d0 e0
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;ow do !ou gather data? a0 "0 c0 d0
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*athering the reevant data of the pro7ect carried out, coecting reevant information on target topic or deveoping the theor! that wi form the foundation of !our report. #orting, categori/ing and ana!/ing the pro7ect data, information on target topic or experiment resuts. 3anning and outining the report in the appropriate st!e and conventions. Drafting the report. %evising and editing the draft, and preparing the fina draft.
$a'e note on how !ou want !our data presented in the report. 6ote !our opinions and the information reating to !our opinions. Document !our pan in detai. eep progress notes.
Wh! do !ou need to ana!se and sort the data? 5t this stage, we have to decide what actua! we want to te our readers.
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ist the steps of ana!/ing and sorting of data. a0 "0 c0 d0 e0 f0 g0 h0
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Write down a !our resuts and o"servations 9!our data0 in no particuar order. 6ote down a the opinions !ou gained when initia! gathering the data. 6ote down new ones !ou gets as !ou are compiing these oder opinions. Choose the ones that !ou need. 5rrange a !our data in the order of their importance. #ort out the data !ou want to put into !our concusion. Turn !our points into iustrations to hep !ou present them. Futine !our fina report and draft it.
-s outining necessar!? -t is necessar! "ecause it heps us write a cear report which is organised, concise and eas! to read.
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What are the differences "etween t!pica report and technica report? -f !ou are writing a t!pica report, !our headings ma! incude #ummar! -ntroduction #!m"os Theor! 5na!sis %esuts and discussion #ummar! of resuts Concusions Concuding remar's 5ppendix %eferences -f !ou are writing a technica report, !our outine ma! incude 5pparatus Test specimens Test procedure #ampe cacuation
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Wh! do !ou need to add introductor! and transition paragraphs? We need to add introductor! and transition paragraphs to ma'e things fow smooth! in a report.
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What do !ou norma! do when !ou edit !our second draft? Chec' for st!e and oo' at how !ou want to sa! things and are the! easi! understood.
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-s revising draft important? Wh!? %evising draft is important, to ma'e sure that our report effective.
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=xpain stages of revision. a0
-n #tage Fne, we have to chec' and ma'e sure that we have incuded a the data, statistics, opinions or an! other materias that !ou need to get !our thoughts across in the report.
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-n #tage Two, we have to chec' for organisation, mechanics and conventions to ma'e sure our o"7ective, su"7ect and method are cear! stated. We aso chec' for the smoothness of the fow, cear iustration and proper a"eing.
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-n #tage Three, we have to chec' our anguage, the speing, and the grammar and anguage mechanics. Tr! to avoid unnecessar! compicated anguage.
What happens to !our report if !ou do not foow the process?
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6ame two st!es in writing reports? a0 "0
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The report st!e The writing st!e
What are the criteria for good reports? *ood reports are cear, concise, fow smooth! and written from an o"7ective point of view.
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;ow do !ou write a report in writing st!e? a0 "0 c0 d0
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Wh! do !ou write introduction in a report? a0 "0 c0 d0 e0
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-t prepares the reader to easi! receive what the writer intends to present. -t aunches !ou immediate! into the tas' of reating !our readers to the su"7ect matter of the report. -t ma'es cear the precise su"7ect to "e considered, indicates the reasons for considering the su"7ect, and a! out the organisation and scope of the report. -t tes !our reader what !ou pan to te and wh! and how !ou wi te it. -t focuses !our readersA attention on su"7ect to "e treated. -t shoud "e ena"e them to approach the "od! of the report natura! and inteigent!.
What are the primar! functions of introducing reports? a0 "0 c0 d0
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*et to !our point uic'!. 5wa!s emphasi/e !our main ideas. eep !our facts and opinions separate. %epresent !our data.
#tatement of #u"7ect #tatement of 3urpose #tatement of Frganisation and #cope #t!e and ength
;ow does authorAs chec'ist heps !ou in writing reports? -t heps us to create a cear, concise and effective report.
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What must !ou avoid when !ou are writing for content and st!e? 5void using footnotes, ong and compex sentences, too man! commas, too man! con7unctions, nouns and ad7ectives.
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Wh! does a teephone cannot repace "usiness etters? a0 "0 c0
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etters provide a permanent, written record of "usiness transaction. etters represent a commitment on the part of the writer. etters provide traveing saesperson and "us! executives with a convenient wa! to receive information and to respond. The! can usua! set time aside to answer their mai. etters that are carefu! panned can create goodwi. #ometimes it can stimuate "usiness even in situations where customers or cients are dissatisfied with a product or service. When a message is compicated, and the writer wishes to reduce the possi"iit! of confusion, a etter can provide cear documentation of his or her position. #imiar!, a etter is idea when recipient of a message needs time to stud! it.
;ow do !ou thin' "usiness etters differ from other t!pes of etters? Business etters usua! represent a direct communication "etween one person and another. We are in a good position to ta'e into account our readerAs need. We gain same insight into the i'e! needs and feeings of our reader. ater we taior our message to fit those needs and feeings so to have a chance to "uid goodwi for our "usiness or organisation. 5 thoughtfu etter that seems sincere can great! enhance pu"ic image of an organisation or "usiness.
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=xpain the process of "usiness etter writing. a0 "0 c0 d0 e0
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=sta"ish our purpose. 3repare an outine. Write a rough draft. #et the draft aside for a “cooing” period. %evising the rough draft.
Wh! active voice is more preferred in writing "usiness etter? The active voice creates a friendier, more courteous tone than the passive which tends to sound impersona and unfriend!. 3oite wording, such as the use of pease, heps to create goodwi.
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;ow do !ou determine the choice of words and tone? 5 good writer awa!s uses active ver"s which are simpe, forma, cear and precise. -t creates friendier and more courteous tones. 5void using "oth the goodwi and the “!ou” viewpoint that can "e overdone and eads to a fawning insincere tone caed “pastic goodwi”.
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%ewrite the foowing statement
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The teevision that !ou sod me is not functioning we. - woud i'e to see that !ou refund m! mone! or - have to ma'e a media statement.
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;ow do !ou present good news and "ad news? Which is more effective? *ive exampes. -t is more effective to present the good news direct! and the "ad news indirect!. $an! readers do finish a etter when "ad news is presented at the outset, "ut the! genera! continue to read with a predetermined opinion concerning what foows. The! ma! "e s'eptica a"out an expanation, or the! ma! re7ect a reasona"e aternative presented "! the writer.
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What is the pattern of writing "ad news? a0 "0 c0
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Buffer Bad news *oodwi
What is "uffer? 5 "uffer is something that prevents something ese from "eing harmed or that prevents two things from harming each other.
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$ega #uria *roup of Companies 6o. ::>, The $edan Bouevard, $iri Cit! Haan Temenggung, @> $iri #arawa' 9@)088 8@2 eJmaiei/aLmega.com
(e"ruar! 12, 2: $r. #imon *arfun'e, 282, %oc' %oad, @21) uching, #arawa'. Dear $r. #imon *arfun'e, 3ease accept our offer of the position of an 5ssistant $anager at $ega #uria *roup of Companies. -f the terms we discussed in the interview are accepta"e to !ou, pease come in at @) a.m. on (e"ruar! 2. 5t that time we wi as' !ou to compete our personne form, in addition to the discussion in the interview. -, as we as the others in the office, oo' forward to wor'ing with !ou. =ver!one was ver! impressed with !ou during the interview.
#incere!,
=i/a"eth Hohn ;uman %esource $anager
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What do !ou need to consider when !ou want to "uid goodwi? The information that either puts the "ad news in perceptive or ma'es the "ad news seem reasona"e maintains goodwi.
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;ow man! ma7or parts woud a etter have? 6ame them. a0 "0 c0
;eadings -nside address #autation 1)
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Bod! Compimentar! cose 5dditiona information
Who is the t!pist? WT-s! The t!pist is -s!.
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=ncosure indicates that the etter writer is sending materia aong with the etter.
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ist the criteria of good "usiness etters. a0 "0 c0 d0 e0 f0 g0
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What do !ou need to 'eep in mind when writing "usiness etters? a0 "0 c0 d0 e0 f0 g0
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Cear Concise Correct Courteous Conversationa Convincing Compete
&se active ver"s rather than passive ver"s. eep !our sentence average ength ow. &se simpe words rather than compex ones. =dit word! phrases. 5void 7argon and technica terms. 5void a""reviations. 5void a"stract words and phrases.
Wh! is it readers is our priorit!? %eaders are our priorit! "ecause the! are our cients. The! wi read our etter "ecause the! want to get the reevant information which is eas! to understand, cear and precise. The! want straight answers from us. #o we wi write on! what the! want and we wi adapt our st!e and content according! to meet their reuests.
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When do !ou write a etter of enuir!? We write a etter of inuir! when we as' for more information concerning a product, a programme, service or other information a"out a product or service that interests us. This is awa!s done in response to an advertisement that we have seen in a paper, a maga/ine, a TG commercia or radio announcement, when we are interested in purchasing a product, in a programme that we need more information "efore ma'ing a decision.
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