How does the intended audience influence the choice of words and use of language in a document? Think of a specific topic and two specific kinds of audiences. Then write a short
How does the intended audience influence the choice of words and use of language in a document?
Think of a specific topic and two specific kinds of audiences. Then write a short example (250–500 words) of how this topic might be presented to each of the two audiences.
chapter notes attached
Ch. 4, Slide 1
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Ch. 4, Slide 2
Learning Outcome 1
Understand the nature of communication and its barriers in the digital age.
Communication: the transmission of information and meaning from one individual or group to another
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Ch. 4, Slide 3
The Communication Process
Sender has idea
Sender encodes
idea
Sender selects channel and transmits message
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Receiver decodes message
Feedback returns
to sender
Ch. 4, Slide 4
Factors That Shape
Understanding
Communication Climate
Context and Setting
Background, Experience
Knowledge, Mood
Values, Beliefs, Culture
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Ch. 4, Slide 5
Barriers That Create Misunderstanding
Bypassing
Differing
Frames of
Reference
Lack of Language Skills
Distractions
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Ch. 4, Slide 6
Overcoming Communication
Obstacles
Realize that communication
is imperfect
Adapt the message to the receiver
Improve language and listening skills
Question your preconceptions
Encourage feedback
© 2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Ch. 4, Slide 7
Learning Outcome 2
Summarize the 3-x-3 writing process and explain how it guides a writer.
A digital message is one that is generated, stored, processed, and transmitted electronically by computers using strings of positive and nonpositive binary code (0s and 1s).
© 2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Ch. 4, Slide 8
Defining Your Business Writing Goals
Purposeful
Economical
Audience oriented
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Ch. 4, Slide 9
Introducing the 3-x-3 Writing Process
Prewriting
Analyze audience & purpose.
Anticipate audience and its reaction to message.
Adapt message to audience
Drafting
Research background, collect info.
Organize info.
Draft first version.
Revising
Edit for clarity.
Proofread.
Evaluate whether the message will accomplish goals.
© 2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Ch. 4, Slide 10
Scheduling the Writing Process
25%
Prewriting
25%
Drafting
50%
Revising
The process is recursive, not linear.
Writers revise continually as they progress.
© 2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Ch. 4, Slide 11
Learning Outcome 3
Analyze the purpose of a message.
Anticipate its audience.
Select the best communication channels.
Why are you sending the message?
What do you hope to achieve?
Primary Purpose: To inform and to persuade
Secondary Purpose: To promote goodwill
© 2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Ch. 4, Slide 12
Tools for Success in
the 21st-Century Workplace
Anticipating and Profiling the Audience
Who is my primary reader or listener?
Personal and professional relationship?
What position is held in organization?
How much is known about topic?
Person’s education, beliefs, culture, attitudes?
Will reaction be neutral, positive, or negative?
Primary Audience
How is secondary audience different from primary?
Supply more background information?
Reshape message for secondary audience?
Secondary Audience
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Ch. 4, Slide 13
Remember that receivers
will be thinking…
WIIFM
(What’s in it for me?)
© 2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Ch. 4, Slide 14
Factors Affecting Channel Choice
Message importance
Amount and speed of feedback
Need for permanent record
Cost
Receiver’s preference
Receiver’s technical expertise
Degree of formality
Confidentiality and sensitivity
© 2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Ch. 4, Slide 15
Ten Levels of Richness in Today’s
Workplace Communication Channels
FACE TO FACE
Richest medium Best for persuasive,
bad-news, and personal messages
Richest to Leanest
VIDEO CHAT
Best for group inter-action and consensus-building when members are dispersed
IM
Best for short online messages that need a quick response
Best for routine messages that do not require immediate feedback
TELEPHONE
Best choice when two people cannot meet in person
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2
3
4
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Ch. 4, Slide 16
Ten Levels of Richness in Today’s
Workplace Communication Channels
Richest to Leanest
BLOG
To share ideas with a wide Internet audience and encourage responses
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7
8
9
10
LETTER
For external messages that require formality, sensitivity, or a written record
REPORT
To deliver considerable data internally or externally
WIKI
To provide a repository for digital information that can be easily changed
© 2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
MEMO
To distribute interoffice information, especially when e-mail is unavailable
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Ch. 4, Slide 17
Learning Outcome 4
Incorporate audience benefits.
Develop the “you” view.
Use conversational but professional language.
Cultivate a positive and courteous tone.
Use bias-free language, plain language, and vigorous words.
© 2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Ch. 4, Slide 18
8 Adaptive Expert Writing
Techniques
| 1. Spotlight audience benefits |
| NOT: The warranty begins right away. |
| BUT: The warranty starts working for you immediately. |
| 2. Develop the “you” view |
| NOT: We have created an account dashboard that we love. |
| BUT: Your account dashboard gives you complete control. |
© 2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Ch. 4, Slide 19
8 Adaptive Expert Writing
Techniques
| 4. Express ideas positively |
| NOT: We can’t ship until May 1. |
| BUT: We can ship on May 1. |
| 3. Be conversational but professional |
| NOT: Your report was totally awesome! |
| BUT: Your report was well written. |
© 2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Ch. 4, Slide 20
8 Adaptive Expert Writing
Techniques
| 5. Be courteous |
| NOT: You must review the figures quickly. |
| BUT: Please review the figures quickly. |
| 6. Employ bias-free language |
| NOT: Our office girls can do this for you. |
| BUT: Our office workers can do this for you. |
© 2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Ch. 4, Slide 21
8 Adaptive Expert Writing
Techniques
| 7. Prefer plain language and familiar words |
| NOT: The remuneration is… |
| BUT: The salary is… |
| 8. Employ precise, vigorous words |
| NOT: to think about |
| BUT: to identify, diagnose, analyze, probe, examine, or inspect |
© 2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Mary Ellen (ME) – In No. 8, I changed "Employ bias-free language" to new wording and example.
mctkoop (m) – Dear Mary Ellen. Thank youi for your edit. Should I remove this comment?
Ch. 4, Slide 22
Developing Reader Benefits and
the “You” View
| Sender Focus | Receiver Focus |
We are requiring all staffers to complete these forms in compliance with company policy.
Please complete these forms so that you will be eligible for health and dental benefits.
Because we need more space for our new inventory, we are having a two-for-one sale.
This two-for-one sale enables you to buy a year’s supply of supplies but pay only for six months’ worth.
© 2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Ch. 4, Slide 23
Developing Reader Benefits and
the “You” View
| “I” and “We” View | “You” View |
We take pleasure in announcing an agreement we made with Dell to allow us to offer discounted laptops in the student store.
An agreement with Dell allows you and other students to buy discounted laptops at your student store.
We are issuing a refund.
You will receive a refund.
I have a few questions on which I would like feedback.
Because your feedback is important, please tell us your thoughts.
© 2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Ch. 4, Slide 24
Negative Expressions and Their
Hidden Messages
| Negative Expression | Hidden Message |
You overlooked
You state that
You claim that
You are wrong
You do not understand
Your delay
You forgot to
You are careless
But I don’t believe you.
What were you thinking?
It’s probably untrue.
I am right.
You are not very bright.
You are at fault.
You failed to
Besides being inefficient, you are stupid and careless.
© 2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Ch. 4, Slide 25
Avoiding Biased Language
| Biased | Improved |
A new lady manager was hired.
A nurse serves her patients.
Every student should bring his book.
Olivia Chen, a Chinese student, enrolled.
She is confined to a wheelchair.
A new manager was hired.
Nurses serve their patients.
Invite all employees and their spouses (or partners)
All students should bring their books.
Olivia Chen enrolled.
She uses a wheelchair.
Invite all employees and their wives.
© 2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Ch. 4, Slide 26
Prefer Familiar Words
Interrogate
Ambivalent
To question
Unsure, uncertain
Dour
Prowess
Gloomy, sullen
Superior ability
Unfamiliar
Familiar
© 2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
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Ch. 4, Slide 27
Learning Outcome 5
Understand how teams approach collaborative writing projects and what collaboration tools support team writing.
© 2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Ch. 4, Slide 28
When is team writing necessary?
When projects are larger than one person can handle
When projects require the expertise or consensus of many people
When projects have short deadlines
© 2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Ch. 4, Slide 29
Three Phases in Team Writing
Phase 1
Prewriting
Team members work closely to determine purpose, audience, content, and organization.
Phase 2
Drafting
Team members work separately to collect information and compose first draft.
Phase 3
Revising
Team members work together to synthesize and edit, but individuals may do the final formatting and proofreading.
© 2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Ch. 4, Slide 30
Team Collaboration Using
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