Chapter 11: Designing Visual Aids
Visual aids are commonly used for oral presentations and can be slide shows, paper handouts, and objects such as models. Graphic elements have text, graphics/art, and white space. Each should be used carefully to create balance and visual interest. Direction gives readers cues on what to look at and how to feel when viewing the graphic. Direction should move the reader to the middle of the page rather than away from it. Number of objects in the visual aid is important to consider. Too many can distract the reader. Shape is important when considering typography and general aid layout. Size and color of object can make the reader feel certain emotions and should relate to the presentation.
When designing visual aids, consider the content, gather the data and graphics, and group them together. Place the most important information at the top of the page. Use CARBS when designing the visual aid:
B: Balance the material either symmetrically or asymmetrically.
S: Spacing the material is important when considering use of white space and borders.
C: Contrast the most important information compared to the rest of the visual aid.
R: Repetition is key when adapting a theme for the visual aid.
A: Alignment of the text is typically left, however graphics usually include centered text. Ensure that all graphics are aligned equally on the page. All elements should harmonize.
When designing slide shows, consider the steps of graphic design. Create a quick storyboard, be creative, and use the computer to check show accuracy. Data can be reported in slide shows using graphs, charts, maps, tables, and videos. Use of slide transitions creates interest and directs the audience during the presentation. Standardize the slides; every slide should follow the same theme. Highlight a sidebar agenda during the presentation to direct the audience.
Handouts should follow the graphic design rules as well. Create the text and graphics so they are clearly understood. Arrange the layout using an obvious front door. Apply the CARBS treatments. Distribute the handout at the appropriate time for the presentation.
Thursday, May 29, 2014
Chapter 10 Review
Chapter 10: Writing Business Reports
Business reports are an important part of business writing. Though they are not written as often as memos or letters, they are very useful to present ideas and create change in business. Major decisions often involve a written report. There are several types of reports. They can be formal, informal, short, long, etc. They can be periodic reports, progress reports, problem-solving reports, or compliance reports.
The first step is to gather the data for the report. Determine a specific need or purpose. If primary research is necessary, follow the steps on conducting primary research. Compose the report. Include purpose, procedures, analysis, conclusions, and recommendations. Review and revise the report using the DOCS method. Design should be clean and follow HATS. Organization should follow the direct approach. Content should be clear, complete, correct, and compelling. Sentences should follow the SPELL writing quality.
For short reports, give adequate background information, use a direct approach, identify critical factors to be considered in solving the problem, define and introduce alternative solutions, evaluate alternatives, include a decision table, and draw to a close with a conclusion. Long reports are used to report the findings of in-depth investigations and complex studies. The information in these reports will be used for many years to come.
Business reports are an important part of business writing. Though they are not written as often as memos or letters, they are very useful to present ideas and create change in business. Major decisions often involve a written report. There are several types of reports. They can be formal, informal, short, long, etc. They can be periodic reports, progress reports, problem-solving reports, or compliance reports.
The first step is to gather the data for the report. Determine a specific need or purpose. If primary research is necessary, follow the steps on conducting primary research. Compose the report. Include purpose, procedures, analysis, conclusions, and recommendations. Review and revise the report using the DOCS method. Design should be clean and follow HATS. Organization should follow the direct approach. Content should be clear, complete, correct, and compelling. Sentences should follow the SPELL writing quality.
For short reports, give adequate background information, use a direct approach, identify critical factors to be considered in solving the problem, define and introduce alternative solutions, evaluate alternatives, include a decision table, and draw to a close with a conclusion. Long reports are used to report the findings of in-depth investigations and complex studies. The information in these reports will be used for many years to come.
Chapter 9 Review
Chapter 9: Conducting and Documenting Business Research
Research can be either primary or secondary. Primary research consists of the researcher gathering their own data by surveys or other means. Secondary research is when the researcher relies on data gathered by others to make conclusions. Good sources for secondary research include EBSCO host, EDGAR, magazines, newspapers, journals, and more. Search engines provide a resource for exploring secondary sources. Using key search words and appropriately using "AND", "OR", and "NOT" will allow for more precise searching. Ensure that the resources used for secondary sources are credible. Scholarly reviews are often the most credible sources. When referencing others' research, documentation must be used. It is unlawful to claim that the words used are your own when they belong to another. Quotations, paraphrasing, and summarizing all require documentation. When documenting, inform the audience of where the original document can be obtained in text and in the works cited.
Primary research is a vast undertaking. First, begin with a clear objective and/or goal. Identify the best method for accomplishing the objective. Ensure validity with research so it can be applied. Identify the population to study. Determine whether total population or sample research will occur. If using a sample, identify which method of sampling will be used. It is best to sample as randomly as possible. Create a data-gathering instrument such as a questionnaire, log, or interview form. Pilot test the data-gathering instrument with a small portion of the population to ensure the data being gathered is appropriate. Gather the data. Carefully examine each response to ensure that the data is valid. Use the correct statistical procedure for analyzing the data.
Research can be either primary or secondary. Primary research consists of the researcher gathering their own data by surveys or other means. Secondary research is when the researcher relies on data gathered by others to make conclusions. Good sources for secondary research include EBSCO host, EDGAR, magazines, newspapers, journals, and more. Search engines provide a resource for exploring secondary sources. Using key search words and appropriately using "AND", "OR", and "NOT" will allow for more precise searching. Ensure that the resources used for secondary sources are credible. Scholarly reviews are often the most credible sources. When referencing others' research, documentation must be used. It is unlawful to claim that the words used are your own when they belong to another. Quotations, paraphrasing, and summarizing all require documentation. When documenting, inform the audience of where the original document can be obtained in text and in the works cited.
Primary research is a vast undertaking. First, begin with a clear objective and/or goal. Identify the best method for accomplishing the objective. Ensure validity with research so it can be applied. Identify the population to study. Determine whether total population or sample research will occur. If using a sample, identify which method of sampling will be used. It is best to sample as randomly as possible. Create a data-gathering instrument such as a questionnaire, log, or interview form. Pilot test the data-gathering instrument with a small portion of the population to ensure the data being gathered is appropriate. Gather the data. Carefully examine each response to ensure that the data is valid. Use the correct statistical procedure for analyzing the data.
Tuesday, May 27, 2014
Chapter 8 Review
Chapter 8: Writing Proposals and Solving Problems
Proposals are written for many different reasons in every company. These are requests for action, often submitted by employees of the company. There are both written and oral proposals. Oral proposals are less formal, and allow development of presentation skills. Written proposals are more formal and should follow professional format. These can be submitted either internally or externally compared to the company. Solicited proposals come from a request from the company while unsolicited do not. A request for proposal (RFP) submitted is evaluated by two phases. Phase One will disqualify proposals that do not measure up to the request. Phase Two will carefully evaluate each proposal to ascertain which best fits the criteria of the request.
Proposals can be either direct or indirect. Direct proposals begin with the request then include supporting data and indirect proposals begin with supporting data and end with the request. It is wise to take an indirect approach with unsolicited proposals. These business proposals can be categorized as problem-solving or research. There are three steps in problem-solving: (1) Diagnose the problem, (2) Develop a solution, (3) Implement the solution. Diagnosing the problem includes identifying what could or should be, what currently is, and the problem is the difference between these two states. Begin by gathering data and analyzing the problem. Data should be both qualitative and quantitative. Focus on the difference between causes and symptoms. Cause is the origin and the symptom is the result. Consider using a cause-and-effect diagram to diagnose the problem. A cause-and-effect table is also a useful tool for analyzing business problems. After identifying the diagnosis, consider how to frame the problem. Think objectively, and creatively. Then, begin to develop a solution. The solution can be multi-layered and complicated. Brainstorming is a solid way to begin developing a solution. This can be done either personally or with a group.
When the proposal is granted, the solution should be implemented. Change is difficult for any organization. This is the most critical part of the entire problem-solving process. Make sure all groups that are affected are represented in the implementation plan.
Proposals are written for many different reasons in every company. These are requests for action, often submitted by employees of the company. There are both written and oral proposals. Oral proposals are less formal, and allow development of presentation skills. Written proposals are more formal and should follow professional format. These can be submitted either internally or externally compared to the company. Solicited proposals come from a request from the company while unsolicited do not. A request for proposal (RFP) submitted is evaluated by two phases. Phase One will disqualify proposals that do not measure up to the request. Phase Two will carefully evaluate each proposal to ascertain which best fits the criteria of the request.
Proposals can be either direct or indirect. Direct proposals begin with the request then include supporting data and indirect proposals begin with supporting data and end with the request. It is wise to take an indirect approach with unsolicited proposals. These business proposals can be categorized as problem-solving or research. There are three steps in problem-solving: (1) Diagnose the problem, (2) Develop a solution, (3) Implement the solution. Diagnosing the problem includes identifying what could or should be, what currently is, and the problem is the difference between these two states. Begin by gathering data and analyzing the problem. Data should be both qualitative and quantitative. Focus on the difference between causes and symptoms. Cause is the origin and the symptom is the result. Consider using a cause-and-effect diagram to diagnose the problem. A cause-and-effect table is also a useful tool for analyzing business problems. After identifying the diagnosis, consider how to frame the problem. Think objectively, and creatively. Then, begin to develop a solution. The solution can be multi-layered and complicated. Brainstorming is a solid way to begin developing a solution. This can be done either personally or with a group.
When the proposal is granted, the solution should be implemented. Change is difficult for any organization. This is the most critical part of the entire problem-solving process. Make sure all groups that are affected are represented in the implementation plan.
Wednesday, May 21, 2014
Chapter 7 Reading Reflection
Chapter 7: Preparing Employment Communications
Preparing to enter the professional world can be a daunting task. Use your network to find jobs and prepare for every interview by tailoring your resume and cover letter for that position. Communications with your future employer can be either written or oral. Written communications can include the job announcement, application letter, follow-up letter, recommendation letter, offer or rejection letter, and the acceptance or rejection letter. Oral communication includes interviews, telephone calls, or social gatherings.
For application letters, or cover letters, address your potential employer. Introduce yourself, and use this opportunity to gain an interview. The opening paragraph should explain the purpose of your communication. The middle paragraphs should explain your education, experience, and attributes that qualify you for employment. The last paragraph should as for an interview.
Resumes are a self-promotion document. Study the job requirements and tailor your resume to fit them. List your experience chronologically, beginning with the most recent. Create headings, use a professional summary, list your education, create a section for achievements, keep it to one page, proofread, and pay special attention to appearance.
Interviews are perhaps the most critical part of your job search. Follow these guidelines for interviews: (1) Do your homework, (2) Be prepared and on time, (3) Be sensitive to appearance and body language, (4) Speak confidently, clearly, and fluently, (5) Be honest, (6) Tie your answers to your job requirements, (7) Give compelling answers, (8) Have questions to ask the interviewer, (9) Be prepared for surprise questions. When interviewing others, use these guidelines: (1) Take good notes and record impressions, (2) Prepare interview questions in advance, (3) Start out with a brief warm-up phase, (4) Avoid illegal questions, (5) Use closed and open questions effectively, (6) Use probing questions effectively, (7) Use behavioral questions appropriately, (8) Be a good listener.
When writing follow-up letters, remember to send them within a day or two. Include a sincere thank-you, something about the interview you appreciated, and a reaffirmation of your desire to work for the company. Keep it short.
Recommendation letters are provided by a previous mentor or employer. Be sure to ask your potential references before including them on your list. When writing a recommendation letter for others, include a description of the job and what made the individual a good fit.
Preparing to enter the professional world can be a daunting task. Use your network to find jobs and prepare for every interview by tailoring your resume and cover letter for that position. Communications with your future employer can be either written or oral. Written communications can include the job announcement, application letter, follow-up letter, recommendation letter, offer or rejection letter, and the acceptance or rejection letter. Oral communication includes interviews, telephone calls, or social gatherings.
For application letters, or cover letters, address your potential employer. Introduce yourself, and use this opportunity to gain an interview. The opening paragraph should explain the purpose of your communication. The middle paragraphs should explain your education, experience, and attributes that qualify you for employment. The last paragraph should as for an interview.
Resumes are a self-promotion document. Study the job requirements and tailor your resume to fit them. List your experience chronologically, beginning with the most recent. Create headings, use a professional summary, list your education, create a section for achievements, keep it to one page, proofread, and pay special attention to appearance.
Interviews are perhaps the most critical part of your job search. Follow these guidelines for interviews: (1) Do your homework, (2) Be prepared and on time, (3) Be sensitive to appearance and body language, (4) Speak confidently, clearly, and fluently, (5) Be honest, (6) Tie your answers to your job requirements, (7) Give compelling answers, (8) Have questions to ask the interviewer, (9) Be prepared for surprise questions. When interviewing others, use these guidelines: (1) Take good notes and record impressions, (2) Prepare interview questions in advance, (3) Start out with a brief warm-up phase, (4) Avoid illegal questions, (5) Use closed and open questions effectively, (6) Use probing questions effectively, (7) Use behavioral questions appropriately, (8) Be a good listener.
When writing follow-up letters, remember to send them within a day or two. Include a sincere thank-you, something about the interview you appreciated, and a reaffirmation of your desire to work for the company. Keep it short.
Recommendation letters are provided by a previous mentor or employer. Be sure to ask your potential references before including them on your list. When writing a recommendation letter for others, include a description of the job and what made the individual a good fit.
Monday, May 19, 2014
Chapter 6 Review
Chapter 6: Writing Business Correspondence
Business writing is concise. It is used for many purposes such as to inform, to request information, to persuade, to offer condolences, etc. Business writing can be either handwritten or typed. There are three phases to business correspondence. These three phases are planning, composing, and formatting.
Planning correspondence begins with an objective. What is the purpose of the message? Learn as much as possible about the audience and incorporate these facts in your message. Use a top-down or bottom-up approach to create an outline. Decide whether an indirect or direct approach to the message will be used. For persuasive messages, appeal to both logic and emotion. When writing to individuals outside the organization, use more formal language. When writing to colleagues, language can be less formal.
Composing correspondence allows the message to become clear, correct, complete, and compelling. These messages are easily understood. Remember to include information addressing 5W2H. Use an indirect approach when trying to change the reader's mind.
Formatting the message comes in various ways. For memos, use a four part heading including To, From, Date, and Subject lines. Use one-inch margins, type the subject in all capitals or bold font, left align the page, use months spelled out, sign the memo, and use page numbers for multiple page memos. For emails, recipients can be added in the To:, the Cc:, and the Bcc: fields. Read emails frequently and respond according to urgency. Keep the inbox clean by deleting unimportant messages and sorting important messages into folders. Do not send sensitive information through email. Read emails aloud before sending to check for grammatical errors and tone. For letters, choose from the three options: the full-block, the modified-block, or the simplified format. For full-block, use one-inch margins, left align the page, single space the body except for a double space between paragraphs, and use headings for multiple pages. The modified-block format is similar to the full-block format except the date, complimentary close, and sender's name are closer to the center and paragraphs can be indented one-half inch. The simplified format is similar to the full-block format, but is generally used when addressing a group. This format allows for gender ambiguity when uncertain of the recipient's gender.
Business writing is concise. It is used for many purposes such as to inform, to request information, to persuade, to offer condolences, etc. Business writing can be either handwritten or typed. There are three phases to business correspondence. These three phases are planning, composing, and formatting.
Planning correspondence begins with an objective. What is the purpose of the message? Learn as much as possible about the audience and incorporate these facts in your message. Use a top-down or bottom-up approach to create an outline. Decide whether an indirect or direct approach to the message will be used. For persuasive messages, appeal to both logic and emotion. When writing to individuals outside the organization, use more formal language. When writing to colleagues, language can be less formal.
Composing correspondence allows the message to become clear, correct, complete, and compelling. These messages are easily understood. Remember to include information addressing 5W2H. Use an indirect approach when trying to change the reader's mind.
Formatting the message comes in various ways. For memos, use a four part heading including To, From, Date, and Subject lines. Use one-inch margins, type the subject in all capitals or bold font, left align the page, use months spelled out, sign the memo, and use page numbers for multiple page memos. For emails, recipients can be added in the To:, the Cc:, and the Bcc: fields. Read emails frequently and respond according to urgency. Keep the inbox clean by deleting unimportant messages and sorting important messages into folders. Do not send sensitive information through email. Read emails aloud before sending to check for grammatical errors and tone. For letters, choose from the three options: the full-block, the modified-block, or the simplified format. For full-block, use one-inch margins, left align the page, single space the body except for a double space between paragraphs, and use headings for multiple pages. The modified-block format is similar to the full-block format except the date, complimentary close, and sender's name are closer to the center and paragraphs can be indented one-half inch. The simplified format is similar to the full-block format, but is generally used when addressing a group. This format allows for gender ambiguity when uncertain of the recipient's gender.
Wednesday, May 14, 2014
Chapter 5: Revising and Editing Text
Chapter 5: Revising and Editing Text
Every written work should be reviewed. If your document is sent with errors, your credibility is diminished, the document takes longer to read, and the reader can draw improper conclusions. You should receive feedback on every document you write. Collaborating with others allows for more polished documents. Give constructive feedback and do not become defensive when receiving it. Use standard proofreading marks. There are four levels of reviewing and revising documents. This system, known as DOCS, is as follows:
Level 1 - Review the Design. Check the document for design and visual appeal. The document should follow standards for headings, visuals, white space, tables, etc. Use HATS to review the document in details.
Level 2 - Review the Organization. Skim the entire document. Analyze the overall information architecture. Check for indirect or direct approach and ensure the delivery method matches the message. Consider the structure and information blocks. Make appropriate changes and use OABC to ensure the overall pattern is correct.
Level 3 - Review the Content. Use the four "C"s and CLOUD for paragraphs.
Four "C"s: Is the document clear? An intended audience member should read the document and mark any unclear aspects. Is the document complete? Use 5W2H and exclude irrelevant material. Is it correct? Check the quality of the content. Remove exaggerations or libel. Is the document compelling? Make sure the information appeals to the audience and matches your objective.
CLOUD: Begin with the "O", Organization. Paragraphs should be direct, begin with the topic and include supporting sentences. Coherence, "C", means that each paragraph should follow one another in a logical order. Length, "L", should be analyzed by ensuring each paragraph is about seven lines long. Unity, "U", should be examined by relating each sentence in the paragraph to the topic sentence. These should match. The "D" in CLOUD stands for Development. This is checked by ensuring the main idea is adequately developed with hard supporting data.
Level 4 - Review the Sentences. Check for spelling, grammar, and punctuation errors. Read the document out loud and concentrate on each word. Use a ruler to follow each line. Have multiple reviewers read the document. Check titles, headings, and art as well. Make sure all sentences have clear structure. Be sure to review case, agreement, tense, number, and capitalization. Evaluate word usage and avoid long, awkward sentences.
Every written work should be reviewed. If your document is sent with errors, your credibility is diminished, the document takes longer to read, and the reader can draw improper conclusions. You should receive feedback on every document you write. Collaborating with others allows for more polished documents. Give constructive feedback and do not become defensive when receiving it. Use standard proofreading marks. There are four levels of reviewing and revising documents. This system, known as DOCS, is as follows:
Level 1 - Review the Design. Check the document for design and visual appeal. The document should follow standards for headings, visuals, white space, tables, etc. Use HATS to review the document in details.
Level 2 - Review the Organization. Skim the entire document. Analyze the overall information architecture. Check for indirect or direct approach and ensure the delivery method matches the message. Consider the structure and information blocks. Make appropriate changes and use OABC to ensure the overall pattern is correct.
Level 3 - Review the Content. Use the four "C"s and CLOUD for paragraphs.
Four "C"s: Is the document clear? An intended audience member should read the document and mark any unclear aspects. Is the document complete? Use 5W2H and exclude irrelevant material. Is it correct? Check the quality of the content. Remove exaggerations or libel. Is the document compelling? Make sure the information appeals to the audience and matches your objective.
CLOUD: Begin with the "O", Organization. Paragraphs should be direct, begin with the topic and include supporting sentences. Coherence, "C", means that each paragraph should follow one another in a logical order. Length, "L", should be analyzed by ensuring each paragraph is about seven lines long. Unity, "U", should be examined by relating each sentence in the paragraph to the topic sentence. These should match. The "D" in CLOUD stands for Development. This is checked by ensuring the main idea is adequately developed with hard supporting data.
Level 4 - Review the Sentences. Check for spelling, grammar, and punctuation errors. Read the document out loud and concentrate on each word. Use a ruler to follow each line. Have multiple reviewers read the document. Check titles, headings, and art as well. Make sure all sentences have clear structure. Be sure to review case, agreement, tense, number, and capitalization. Evaluate word usage and avoid long, awkward sentences.
Chapter Four: Enhancing Visual Appeal (HATS)
Chapter Four: Enhancing Visual Appeal (HATS)
After completing a document, it is critical to review for visual appeal. Use the acronym "HATS" to do this review. HATS stands for:
H: Headings. These allow for readers to access information quickly when reviewing your document. Consider adequacy and hierarchy when adding headings. Adequacy refers to including the right amount of headings and hierarchy refers to assigning the correct level headings to correlating information.
A: Art. This refers to visuals including tables, bar charts, maps, flow charts, etc. When inserting visuals remember to introduce them with a brief description, insert the visual immediately following, and interpret the visual, pointing out the key points to the reader. Number the visuals consecutively. Keep graphics simple and easy to understand. Use appropriate legends. Cite sources in a footnote. Tables are information graphs which include numeric or alphabetic information. These are very simple displays. Keep tables rectangular. Leave no empty cells. Sequence data in a logical way. Use typeface for emphasis. Keep entire table on one page. Bar and Line graphs are useful for business and government reports. Pie charts are not as accurate or useful as bar and line graphs.
T: Typography. Consider the font and typeface used in the document. Serif fonts are easier to read and widely used. Use careful thought when considering what fonts to use throughout the document. Too many variations are confusing and distracting to the reader. Lack of variation does not lead the reader to the most important parts of the report.
S: Spacing. Use appropriate white space. Check both internal and external spacing in your document. External refers to margins, which should be about one inch. Internal refers to spacing between lines. To ensure correct line spacing, keep paragraphs short.
After completing a document, it is critical to review for visual appeal. Use the acronym "HATS" to do this review. HATS stands for:
H: Headings. These allow for readers to access information quickly when reviewing your document. Consider adequacy and hierarchy when adding headings. Adequacy refers to including the right amount of headings and hierarchy refers to assigning the correct level headings to correlating information.
A: Art. This refers to visuals including tables, bar charts, maps, flow charts, etc. When inserting visuals remember to introduce them with a brief description, insert the visual immediately following, and interpret the visual, pointing out the key points to the reader. Number the visuals consecutively. Keep graphics simple and easy to understand. Use appropriate legends. Cite sources in a footnote. Tables are information graphs which include numeric or alphabetic information. These are very simple displays. Keep tables rectangular. Leave no empty cells. Sequence data in a logical way. Use typeface for emphasis. Keep entire table on one page. Bar and Line graphs are useful for business and government reports. Pie charts are not as accurate or useful as bar and line graphs.
T: Typography. Consider the font and typeface used in the document. Serif fonts are easier to read and widely used. Use careful thought when considering what fonts to use throughout the document. Too many variations are confusing and distracting to the reader. Lack of variation does not lead the reader to the most important parts of the report.
S: Spacing. Use appropriate white space. Check both internal and external spacing in your document. External refers to margins, which should be about one inch. Internal refers to spacing between lines. To ensure correct line spacing, keep paragraphs short.
Monday, May 12, 2014
Reading Reflection Chapter 3
Chapter 3: Composing Written Messages
This chapter continues developing phase two of the writing process. Once your outline is complete, begin composing your message. Set aside enough time to complete your composition. Choose a writing location where you can complete your thoughts and have a clear mind. Gather all the materials needed to finish composing your message. Follow these three steps to complete the composition:
1. Clarify Your Purpose: Keep in mind the main purpose of the message. Create a working title to keep your work focused. Once the composition is complete, review your writing to ensure it matches the title.
2. Follow an Appropriate Pattern: For short messages, consider the appropriate layout of the message. For routine messages use the opening, agenda, body, closing (OABC) format. This is used as follows:
1. Opening: This should present the context of the message to the reader. It may contain background information, justification, an attention getter, etc. Bad news should begin with less emphasis on who made the decision.
2. Agenda: This is a preview of the body of the message. The agenda should:
~Quantify: Tell the number of key content units
~Identify: Specify the subject matter that follows
~Organize: Explain arrangement of content units
~Symbolize: Create a visual mental image
3. Body: This is the largest portion of the message. Information should be clear, correct, complete, and compelling. Include the best content possible and classify it in a logical way.
-Informative Messages: These must be written so material is clear. This can include information that evaluates, illustrates, instructs, defines, etc. They should be brief and can be organized around one or more 5W2H factors.
-Persuasive Messages: These are written to generate response from the audience. These messages are used to claim an action and demand a response. Think of a win-win outcome. Consider possible rejections.
4. Closing: This should summarize the key points in the message. The conclusion should match the ratio of the length of the body. For example, longer messages should have a longer conclusion.
3. Strengthen the Content: After the message is composed, review the strength of the content. Use the following tools to determine this:
1. Write with power: Use creativity in how you frame your message. Consider the audience and write directly to and for them. Be clear, concise, and direct. Give the most important ideas first. Use visuals. Highlight and contrast the differences in opposites or alternatives.
2. Avoid Logic Fallacies: Your argument should be strong and exclude any errors in facts. The argument should be based on clear, unbiased, and careful reasoning.
3. Compose Effective Paragraphs: There are three different types of paragraphs: introductory, body, or concluding.
4. Coherence: Make sure the content flows logically from one sentence to the next. Make sure all ideas follow one another sensibly.
5. Length: Avoid writing lengthy paragraphs and sentences.
6. Development: Give adequate detail supporting the topic sentence. These should vary in type and length.
This chapter continues developing phase two of the writing process. Once your outline is complete, begin composing your message. Set aside enough time to complete your composition. Choose a writing location where you can complete your thoughts and have a clear mind. Gather all the materials needed to finish composing your message. Follow these three steps to complete the composition:
1. Clarify Your Purpose: Keep in mind the main purpose of the message. Create a working title to keep your work focused. Once the composition is complete, review your writing to ensure it matches the title.
2. Follow an Appropriate Pattern: For short messages, consider the appropriate layout of the message. For routine messages use the opening, agenda, body, closing (OABC) format. This is used as follows:
1. Opening: This should present the context of the message to the reader. It may contain background information, justification, an attention getter, etc. Bad news should begin with less emphasis on who made the decision.
2. Agenda: This is a preview of the body of the message. The agenda should:
~Quantify: Tell the number of key content units
~Identify: Specify the subject matter that follows
~Organize: Explain arrangement of content units
~Symbolize: Create a visual mental image
3. Body: This is the largest portion of the message. Information should be clear, correct, complete, and compelling. Include the best content possible and classify it in a logical way.
-Informative Messages: These must be written so material is clear. This can include information that evaluates, illustrates, instructs, defines, etc. They should be brief and can be organized around one or more 5W2H factors.
-Persuasive Messages: These are written to generate response from the audience. These messages are used to claim an action and demand a response. Think of a win-win outcome. Consider possible rejections.
4. Closing: This should summarize the key points in the message. The conclusion should match the ratio of the length of the body. For example, longer messages should have a longer conclusion.
3. Strengthen the Content: After the message is composed, review the strength of the content. Use the following tools to determine this:
1. Write with power: Use creativity in how you frame your message. Consider the audience and write directly to and for them. Be clear, concise, and direct. Give the most important ideas first. Use visuals. Highlight and contrast the differences in opposites or alternatives.
2. Avoid Logic Fallacies: Your argument should be strong and exclude any errors in facts. The argument should be based on clear, unbiased, and careful reasoning.
3. Compose Effective Paragraphs: There are three different types of paragraphs: introductory, body, or concluding.
4. Coherence: Make sure the content flows logically from one sentence to the next. Make sure all ideas follow one another sensibly.
5. Length: Avoid writing lengthy paragraphs and sentences.
6. Development: Give adequate detail supporting the topic sentence. These should vary in type and length.
Reading Reflection Chapter 2
Chapter 2: Planning and Outlining Messages
This Chapter introduces the writing process. The basic writing process includes four phases:
1. Content - Determine the information you want to communicate (5W2H) and then develop a strategy.
2. Organization - Arrange the information into an appropriate order and structure.
3. Writing - Compose and revise the message.
4. Design - Apply appropriate formatting and visual design.
The chapter provides information on the first two phases using the following five sections:
1. Clarify Your Purposes
-Most messages have three distinct purposes: inform (what do I want the audience to know?), persuade (what do I want the audience to do?), and build relationships of trust (how do I want the audience to feel?).
-Never send a message written in anger and always use communication to build relationships.
2. Analyze the Audience
-See the situation through the audience's eyes.
-Gather demographic information including age, context, personality, goals, etc.
-Analyze how the audience feels about the topic and what they already know.
-Learn how the audience feels about you and on what your relationship with them is based.
-The audience mood and emotions are important to consider as the audience is always asking, "What's in it for me?"
3. Create an Outline
-Research shows that this step greatly improves writing.
-Gather all information for 5W2H.
-Top-down outlining starts with major ideas and moves to detail.
~Traditional Outline: Use 3-4 main ideas using Roman numerals. The next level uses letters and the following level uses numbers. It is seen as rigid, however, it is most familiar.
~Tree Diagram: This is similar to a pedigree chart. The main idea creates the top level, then the supporting ideas branch from that point. Secondary ideas then branch from each of those levels.
~Mind Map: This is also a graphic representation of the information, similar to a spider web. The main idea begins in the middle circle and supporting ideas branch off from that point. Secondary ideas then branch from each supporting idea.
-Bottom-up outlining lists the details then uses logic to create major ideas. The steps to this process are as follows:
1. Create a Free List: This is an unstructured idea brainstorm. Write down as many ideas as possible related to the topic.
2. Categorize the Information: Put the free list items into categories. Identify headings that will best group ideas.
3. Sequence the Information: Put the categories into an appropriate sequence. Think of information as either non-chronological or chronological in nature. To arrange non-chronological information, use Category, Quantitive, Spatial, or Comparative Order. For chronological information, use Time-series, Problem-solution, Cause-effect, or Narrative Order.
4. Evaluate the Outline
-Use the five outline tests to examine your outline.
1. Inclusion: Are all appropriate items under a heading listed and fitting?
2. Exclusion: Are inappropriate items listed? If so, delete them.
3. Hierarchy: Do all items follow an order?
4. Sequence: Determine if sequence of headings are in order.
5. Language: Is language of items parallel?
This Chapter introduces the writing process. The basic writing process includes four phases:
1. Content - Determine the information you want to communicate (5W2H) and then develop a strategy.
2. Organization - Arrange the information into an appropriate order and structure.
3. Writing - Compose and revise the message.
4. Design - Apply appropriate formatting and visual design.
The chapter provides information on the first two phases using the following five sections:
1. Clarify Your Purposes
-Most messages have three distinct purposes: inform (what do I want the audience to know?), persuade (what do I want the audience to do?), and build relationships of trust (how do I want the audience to feel?).
-Never send a message written in anger and always use communication to build relationships.
2. Analyze the Audience
-See the situation through the audience's eyes.
-Gather demographic information including age, context, personality, goals, etc.
-Analyze how the audience feels about the topic and what they already know.
-Learn how the audience feels about you and on what your relationship with them is based.
-The audience mood and emotions are important to consider as the audience is always asking, "What's in it for me?"
3. Create an Outline
-Research shows that this step greatly improves writing.
-Gather all information for 5W2H.
-Top-down outlining starts with major ideas and moves to detail.
~Traditional Outline: Use 3-4 main ideas using Roman numerals. The next level uses letters and the following level uses numbers. It is seen as rigid, however, it is most familiar.
~Tree Diagram: This is similar to a pedigree chart. The main idea creates the top level, then the supporting ideas branch from that point. Secondary ideas then branch from each of those levels.
~Mind Map: This is also a graphic representation of the information, similar to a spider web. The main idea begins in the middle circle and supporting ideas branch off from that point. Secondary ideas then branch from each supporting idea.
-Bottom-up outlining lists the details then uses logic to create major ideas. The steps to this process are as follows:
1. Create a Free List: This is an unstructured idea brainstorm. Write down as many ideas as possible related to the topic.
2. Categorize the Information: Put the free list items into categories. Identify headings that will best group ideas.
3. Sequence the Information: Put the categories into an appropriate sequence. Think of information as either non-chronological or chronological in nature. To arrange non-chronological information, use Category, Quantitive, Spatial, or Comparative Order. For chronological information, use Time-series, Problem-solution, Cause-effect, or Narrative Order.
4. Evaluate the Outline
-Use the five outline tests to examine your outline.
1. Inclusion: Are all appropriate items under a heading listed and fitting?
2. Exclusion: Are inappropriate items listed? If so, delete them.
3. Hierarchy: Do all items follow an order?
4. Sequence: Determine if sequence of headings are in order.
5. Language: Is language of items parallel?
Monday, May 5, 2014
Chapter 1 Reflection
There are different ways of communicating and each influences the message delivery. Communication is both a function and a process in an organization. The four basic functions of management are:
1. Planning
2. Organizing
3. Monitoring
4. Leading
These different functions include both verbal and non-verbal communication. These are important in group formation and the four stages which are forming, norming, storming, and performing. Tools to accomplish movement through these stages include meeting agendas, goals, purposes, and objectives. These meetings should also include follow up and assignments.
1. Planning
2. Organizing
3. Monitoring
4. Leading
These different functions include both verbal and non-verbal communication. These are important in group formation and the four stages which are forming, norming, storming, and performing. Tools to accomplish movement through these stages include meeting agendas, goals, purposes, and objectives. These meetings should also include follow up and assignments.
About Me
Elizabeth Smith is a senior attending Brigham Young University in Provo, Utah. She is studying Recreation Management with an emphasis in Experience Management, Event and Venue Management. Originally from Atlanta, Georgia, she enjoys outdoor activities such as hiking, kayaking, snowboarding, and riding her motorcycle. She currently works as the Marketing and Event Manager for the Lindon Marina on Utah Lake. While still new at this position, she brings over two years experience in event marketing and business start up skills.
Elizabeth hopes to continue creating a career in business events and plans to work in Boston this fall with Meeting Mentor. She has been married to her best friend for three years. When she is not working on her motorcycle, she loves to spend time with her husband watching movies and cooking. She values family above all else and desires to start one of her own in the future.
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