Ch03 (improving writing techniques)

Chapter 3

Improving Writing techniques

Essentials of Business Communication, Asian Edition

Ch. 3–1

Formal Research Methods
for Gathering Information
• Search manually (books, magazines,
journals).
• Access electronically (Internet, databases,
compact discs).
• Go to the source (interviews, surveys,
questionnaires, focus groups).
• Conduct scientific experiments (measure
variables using control groups).

Ch. 3–
2

Informal Research Methods
for Gathering Information
• Look in organization files.
• Talk with your boss.
• Interview the target audience.
• Conduct an informal survey.
• Brainstorm for ideas.

Ch. 3–
3

Organize Information
With an Outline
Title
I. First major component
A. First subpoint
1. Detail, illustration, evidence

B. Second subpoint


Ch. 3–
4

With an Outline
II. Second major component
A. First subpoint


Ch. 3–
5

With an Outline
Tips:
•
•
•
•

Define main topic in title.
Divide the topic into three to five main points.
Break the components into subpoints.
Strive to make each component exclusive (no
overlapping).
• Don’t put a single item under a major component.
• Use details, illustrations, and evidence to support
subpoints.

Ch. 3–
6

Organizing Business Messages
Direct Strategy
Main idea comes first
followed by details and
explanations

Indirect Strategy
Explanation precedes
main idea


Ch. 3–
7

Direct Strategy

Indirect Strategy

Advantages:

Advantages:

• Saves reader’s time

• Respects feelings of
audience

• Sets a proper frame of
mind
• Prevents frustration
• Appears businesslike

• Encourages a fair
hearing
• Minimizes a negative
reaction


Ch. 3–
8

Direct Strategy

Indirect Strategy

Useful when:

Useful when:

• Receiver is receptive

• Receiver may be upset

• Receiver requires no
education about topic

• Receiver may be
hostile

• Message is routine

• Receiver must be
persuaded or educated
• Message is sensitive


Ch. 3–
9

Effective Sentences
Complete sentences have subjects and
verbs and make sense (are capable of
standing alone).
Example:
Subject

Verb

Employees send many e-mail messages.

Ch. 3–
10

Effective Sentences
Clauses also have subjects and verbs.
Independent clauses can stand alone;
dependent clauses rely on independent
clauses for their meaning.
Example:
Dependent Clause

Independent Clause

When you speak, you reveal yourself.

Ch. 3–
11

Effective Sentences
Phrases are groups of related words
without subjects and verbs.
Example:
Phrase

Phrase

In the afternoon, I work at the mall.


Ch. 3–
12

Effective Sentences
Avoid sentence fragments.
Fragment

Even though the pay was low. Many candidates
applied.

Revision:
Even though the pay was low, many candidates
applied.

Ch. 3–
13

Effective Sentences
Avoid run-on (fused) sentences.
Fused Sentences

Two candidates applied only one was hired.

Revisions:
Two candidates applied. Only one was hired.
Two candidates applied; only one was hired.
Two candidates applied, but only one was hired.

Ch. 3–
14

Effective Sentences
Avoid comma-splice sentences.
Comma Splice

Many were qualified, Jeff was hired.

Revisions:
Many were qualified. Jeff was hired.
Many were qualified; Jeff was hired.
Many were qualified; however, Jeff was hired.
Many were qualified, but Jeff was hired.

Ch. 3–
15

Try Your Skill
Revise the following to avoid fragments,
run-on sentences, and comma-splices.
• You can create a Web-based job portfolio it
will impress potential employers.
You can create a Web-based job portfolio; it
will impress potential employers.


Ch. 3–
16

Try Your Skill
• Send a scannable résumé. When you apply
for a job.
Send a scannable résumé when you apply for
a job.


Ch. 3–
17

Try Your Skill
• Although technical skills are important.
Communication skills are also in great
demand.
Although technical skills are important,
communication skills are also in great
demand.

Ch. 3–
18

Try Your Skill
• College used to be for young people,
however many older students now seek
degrees.
College used to be for young people;
however, many older students now seek
degrees.

Ch. 3–
19

Emphasis Through Mechanics
Underlining:
Which of these methods do you prefer?


Ch. 3–
20

Italics and Boldface:
The use of boldface and italics captures the
reader’s attention.


Ch. 3–
21

All Caps:
Notice how EXPENSE-FREE stands out.


Ch. 3–
22

Dashes:
Other methods–including dashes–may be
used.


Ch. 3–
23

Tabulation:
Listing items vertically emphasizes them:
1. First item
2. Second item
3. Third item


Ch. 3–
24

• Other means of achieving mechanical
emphasis include the following: use of
white space, color, lines, boxes, columns,
titles, headings, and subheadings.
• Which of the above techniques are
appropriate in business letters? Memos?
E-mail messages? Reports?

Ch. 3–
25

Emphasis and Deemphasis
Through Style
• To emphasize an idea:
• Use a vivid expression, such as in “bug-free
software” rather than “dependable software.”
• Label the idea with expressions such as more
importantly, the principal reason, or the best
alternative.
• Put the important idea first or last in the sentence.
• Put the important idea in a simple sentence or in an
independent clause.

Ch. 3–
26

Emphasis and Deemphasis
Through Style
• To deemphasize an idea:
• Use general, rather than specific, words (some
customers complained, rather than 125 customers
complained).
• Place the idea in a dependent clause connected to an
independent clause containing a positive idea.
Example:
Although items cannot be returned for cash, you will receive
store credit for any returned purchases.


Ch. 3–
27

Active- and Passive-Voice Verbs
Active-voice verbs show the subject performing
the action.
Examples:
Most major employers require drug testing.
(Active voice; the subject is acting)

Dr. Smith recommended Tina for the job.
(Active voice; the subject is acting)


Ch. 3–
28

In passive-voice sentences, the subject is being
acted upon. Passive-voice verbs require helper
verbs.
Examples:
Drug testing is required by most major employers.
(Passive voice; the subject is being acted upon)

Tina was recommended for the job by Dr. Smith.
(Passive voice; the subject is being acted upon)


Ch. 3–
29

• Use the active voice for most business writing.
• Use the passive voice to emphasize an action
or the recipient of the action–rather than the
actor (Specialists were hired; Laura was
honored).
• Use the passive voice to break bad news
(Although your lease cannot be renewed, we
can offer . . . ).

Ch. 3–
30

Try Your Skill
Convert the following sentence to active
voice. You may have to add a subject.
• Our membership meeting was postponed by
the president.
The president postponed our membership
meeting.


Ch. 3–
31

Try Your Skill
• The résumés of job candidates are sorted
quickly by the software program Resumix.
The software program Resumix sorts
résumés of job candidates quickly.


Ch. 3–
32

Try Your Skill
• Computer paper was ordered yesterday.
Rachel ordered computer paper yesterday.


Ch. 3–
33

Try Your Skill
Convert the following sentence to passive
voice.
• We must delay shipment of your
merchandise because of heavy demand.
Your merchandise shipment must be delayed
because of heavy demand.


Ch. 3–
34

Try Your Skill
Convert the following sentence to passive
voice.
• The technician could not install the computer
program.
The computer program could not be installed.


Ch. 3–
35

Developing Parallelism
Parallel expression results from balanced
construction. Match nouns with nouns,
verbs with verbs, phrases with phrases,
and clauses with clauses.


Ch. 3–
36

Poor:

The process of writing involves
organizing, composing, and
revision.
Parallel: The process of writing involves
organizing, composing, and
revising. (Matching endings of
verbals)

Ch. 3–
37

Poor:

We are very concerned with the
quality of raw materials, where
they are located, and how much it
costs to transport them.
Parallel: We are very concerned with the
quality, location, and transportation costs of raw materials.
(Matching nouns)

Ch. 3–
38

Poor:

Serena takes the telephone
orders, Matt locates the items in
the warehouse, and the items are
sent by Yolanda.
Parallel: Serena takes the telephone
orders, Matt locates the items in
the warehouse, and Yolanda
sends the items. (Matching voices
of verbs)

Ch. 3–
39

Try Your Skill
How could parallelism be improved in the
following sentence?
• Our knowledge management system focuses
on the collecting, storage, and sharing of
best practices.
Our knowledge management system focuses
on the collecting, storing, and sharing of best
practices.

Ch. 3–
40

Try Your Skill
How could parallelism be improved in the
following sentence?
• We are pleased to recommend Elizabeth
because she has sincerity, she is reliable,
and she works with diligence.
We are pleased to recommend Elizabeth
because she is sincere, reliable, and diligent.

Ch. 3–
41

Dangling and Misplaced Modifiers
For clarity, modifiers must be close to the
words they describe or limit. Be
particularly careful to place a logical
subject immediately after an introductory
verbal phrase.


Ch. 3–
42

Poor:

After considering the problem
carefully, new procedures were
suggested by management.

Revised: After considering the problem
carefully, management suggested
new procedures.

Ch. 3–
43

Poor:

Any student has full online
privileges who is enrolled in the
college.

Revised: Any student who is enrolled in the
college has full online privileges.


Ch. 3–
44

Poor:

It’s hard to understand why
employees would not go to our
technical support staff with
software problems.
Revised: It’s hard to understand why
employees with software
problems would not go to our
technical support staff.

Ch. 3–
45

Poor:

Using a search engine, the Web
site was finally located.

Revised: Using a search engine, we finally
located the Web site.


Ch. 3–
46

Try Your Skill
Revise the following sentence to correct
any misplaced modifiers. Retain the
introductory phrase.
• To be hired, two years of experience is
required.
To be hired, one must have two years of
experience.

Ch. 3–
47

Try Your Skill
any misplaced modifiers. Retain the
introductory phrase.
• Dipped in butter, you can really enjoy a fine
lobster.
Dipped in butter, a fine lobster can truly be
enjoyed.

Ch. 3–
48

Try Your Skill
any misplaced modifiers.
• She died in the house in which she was born
at the age of 88.
At the age of 88, she died in the house in
which she was born.


Ch. 3–
49

Try Your Skill
any misplaced modifiers.
• To receive an employment form, fill out this
application. (Tricky!)
The sentence is correct as it stands. “You” is the understood
subject of a command.


Ch. 3–
50

Three Ways to Achieve Paragraph
Coherence
To help guide your reader or listener from
one thought to another, develop
coherence by using one of these devices:
1. Repeat a key idea or key word(s).
Next month we plan to launch a
promotion for our new Web site. The
promotion will involve newspaper and
TV campaigns.

Ch. 3–
51

Three Ways to Achieve
Paragraph Coherence
2. Use a pronoun.
Considerable interest is now being shown in
our extended certificates of deposit. They
are more profitable when left on deposit for
long periods of time.


Ch. 3–
52

Paragraph Coherence
3. Use an appropriate transitional
expression.
Time Association

Contrast

before, after
first, second
meanwhile
next
until
when, whenever

although
but
however
instead
nevertheless
on the other hand


Ch. 3–
53

Paragraph Coherence
expression.
Cause–Effect

Additional Idea

consequently
for this reason
hence
therefore

furthermore
in addition
likewise
moreover
similarly


Ch. 3–
54

Paragraph Coherence
expression.
Illustration
in this way
for example


Ch. 3–
55

Paragraph Length
Paragraphs with eight or fewer printed
lines look inviting and readable.


Ch. 3–
56

Composing the First Draft
•
•
•
•
•

Complete all necessary research.
Find a quiet place to concentrate and work.
Prohibit calls, visitors, and interruptions.
Organize information using an outline.
Decide whether to sprint write (get your
thoughts down quickly and revise later) or
revise as you go.
• Imagine you are talking to a reader or listener.

Ch. 3–
57

End


Ch. 3–
58

Ch03 (improving writing techniques)

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