business communication topics-final

EUGENIA IRIMIAŞ

●

BUSINESS COMMUNICATION TOPICS

Second edition

Editura Fundaţiei pentru Studii Europene

Cluj-Napoca, 2010

ISBN 10 973-7677-43-9

13 978-973-7677-43-3

EDITURA FUNDAŢIEI PENTRU STUDII EUROPENE Str. Em. de Martonne nr. 1 Cluj-Napoca, România Director: Ion Cuceu

EUGENIA IRIMIAŞ

BUSINESS

COMMUNICATION

TOPICS

SECOND EDITION IMPROVED

Editura Fundaţiei pentru Studii Europene

Cluj-Napoca, 2010

Descrierea CIP a Bibliotecii Naţionale a României

IRIMIAŞ, EUGENIA

Business Communication Topics / Eugenia Irimiaş. -

Cluj-Napoca : Editura Fundaţiei pentru Studii Europene

Bibliogr.

ISBN 10 973-7677-43-9

13 978-973-7677-43-3

TABLE OF CONTENTS

TABLE OF CONTENTS ............................................................................................................ 6

I. COMMUNICATING IN BUSINESS........................................................................................ 9

II. PROFESSIONAL COMMUNICATION ............................................................................... 15

III. TYPES OF COMMUNICATION ......................................................................................... 20

IV. COMMUNICATION STYLES ............................................................................................ 24

V. EFFECTIVE LISTENING. THE AUDIENCE ...................................................................... 34

VI. AVOIDING DISCRIMINATION IN COMMUNICATION ............................................... 30

VII. COMMUNICATION AND RECRUITMENT ................................................................... 48

VIII. WRITING EMPLOYMENT DOCUMENTS .................................................................... 53

THE APPLICATION LETTER .................................................................................................. 53

CURRICULUM VITAE ............................................................................................................. 59

IX. INTERVIEWS ...................................................................................................................... 64

X. BUSINESS CORRESPONDENCE ....................................................................................... 69

XI. COMMUNICATION INSIDE THE FIRM: MEMOS, MINUTES, REPORTS .................. 90

MEMOS ...................................................................................................................................... 90

MINUTES ................................................................................................................................... 96

REPORTS ................................................................................................................................. 102

XII. COMMUNICATION WITH PARTNERS.......................................................................... 72

XIII. BUSINESS LETTERS ....................................................................................................... 76

LETTER OF INQUIRY AND REPLY ....................................................................................... 76

LETTER OF COMPLAINT ........................................................................................................ 81

LETTER OF APOLOGY AND SETTLEMENT ....................................................................... 86

ORDERS ..................................................................................................................................... 87

E-MAIL CORRESPONDENCE ................................................................................................. 88

XIV. BUSINESS REPORTS .................................................................................................... 106

XV. PRESENTATIONS ............................................................................................................. 38

INTERCULTURAL ASPECTS .................................................................................................. 45

XVI. BUSINESS MEETINGS .................................................................................................. 112

PLANNING AND STEPS OF A MEETING ........................................................................... 112

MANAGEMENT AND STRATEGIES OF A MEETING ...................................................... 117

XVII. NEGOTIATING IN BUSINESS .................................................................................... 120

STEPS OF A NEGOTIATION ................................................................................................. 124

XVIII. INTERCULTURAL ASPECTS OF BUSINESS COMMUNICATION ...................... 127

ANSWER KEY ......................................................................................................................... 129

BIBLIOGRAPHY ..................................................................................................................... 137

C o m m u n i c a t i n g i n B u s i n e s s

I. COMMUNICATING IN BUSINESS

“Some writers have other goals (to impress, to entertain). Business

communication should seek only to communicate.”

(Lesikar, Petit, Flatley 1993: 15)

BASIC NOTIONS

1. What do you know about the following forms of communication? Where/ when/ how/ by whom are

they used?

FORMS OF COMMUNICATION

NON-VERBAL

ORAL

WRITTEN

COMPUTER

2. Does the process of human communication differ, depending on the specific form of communication?

THE PROCESS OF HUMAN

COMMUNICATION

The message is sent.

The message enters in the sensory world.

The message is detected by the senses.

The message goes through a filtering process.

A response is formed and sent.

The cycle is repeated.

3. Can you identify some other imperfections of the communication process?

IMPERFECTIONS OF THE

COMMUNICATION PROCESS

Meanings sent are not always received.

The symbols of communication are imperfect; e.g.

communication across cultures is especially difficult.

Stress on adaptation: fitting the message to the

recipients.

……………………………………………….

4. Read about some forms of communication in business. Can you identify some other examples?

FORMS OF

COMMUNICATION IN

BUSINESS

INTERNAL

OPERATIONAL: the

communicating done in

conducting work within a

business

i.e.: giving orders,

assembling reports,

writing memorandums,

and communicating by

computers

Tech

nolo

gy

(com

puter,

fax) assists in

mak

ing &

send

ing

these

com

mu

nicatio

ns. EXTERNAL

OPERATIONAL: work-

related communication with

people outside the business

i.e.: personal selling,

telephoning,

advertising, and letter

writing

PERSONAL: non-business-

related exchanges of

information and feelings

among people.

It may affect worker attitudes,

which, in their turn, affect worker

performance.

B u s i n e s s C o m m u n i c a t i o n T o p i c s

5. Use the information in the table below and describe the communication network in an organization

you know.

COMMUNICATION NETWORK OF THE

ORGANIZATION

The information flow in business can be:

downward/ upward/ horizontal

The communication channels can be: formal/

informal (adapted from R. Lesikar, J. Petit, M. Flatley 1993: 3-15)

1. Discussion 1. 1. Explain the importance of communication to you and to business. Debate upon what Peter

Drucker, a well-known management consultant, states about the role of communication in business. In

his opinion, the basic skill colleges teach students – as future employees – is “the ability to organize and

express ideas in writing and speaking”. He continues:

―…your effectiveness depends on your ability to reach others through the spoken or the written word.

And the further away your job is from manual work, the larger the organization of which you are an

employee, the more important it will be that you know how to convey your thoughts in writing or

speaking. In the very large organization … this ability to express oneself is perhaps the most important

of all the skills a person can possess.‖

1. 2. Discuss the following statements. Do you agree or disagree with them?

All organized effort, including the work of business, requires communication.

Communication is vital to every part of business.

Business needs good communicators, but most people do not communicate well.

By improving your communication ability, you improve your chances for success.

The extent of a business‘s communication depends on the nature of the business, its operating

plan, and the people involved.

2. Reading 2. 1. Read about the importance of effective communication in the work place. The concluding sentence

in some paragraphs of the text (1-7) has been removed. Choose the best sentence from the list below (A-

I) to conclude each paragraph. There is one sentence that you do not need. There is an example at the

beginning (0 D ).

A We can only discuss them very briefly here, although each of these four is worth an essay on its

own.

B Encouraging a free flow of input from the receiver is the best way of ensuring that understanding

has been achieved.

C The task of the communicator is to change the aspect of "fear" into that of "understanding".

D They need to realize that successful communication is no one-way process.

E Assimilation of a concept presented by management, or by another worker, goes a long way

towards ensuring active participation, and harmonious cooperation, in the workplace.

F To communicate successfully managers and supervisors have to understand the other person, and

have to work hard to get the other person to understand them.

G However, respect for the other person is an important prerequisite for attention getting.

H The originator of the message must play his part, too, with abundant support and encouragement.

I Effective communication requires tools and planning.


Communicating Effectively in the Workplace: Four Essential Steps

The way company personnel communicate with each other can make all the difference between

efficiency and ineptitude, success and failure, making money or losing it.

by Azriel Winnett

Ineffective communication is a major, yet avoidable, obstacle to business productivity. And yes,

it can be avoided. Given the will, the bleakest of situations can be turned around for the better.

Management must face squarely the challenge of formulating strategies to encourage personnel to

communicate effectively. On the other hand, managers themselves have to set the example. /0 D/

On the contrary, reciprocity is the essence of communication. This applies whether the process

is conducted verbally or through the medium of the written word. Managers are human beings involved

with other human beings. They are far more than givers of information or instructions. Communication

is as much a matter of human relationships as it is about transmitting facts. /1__/

The vital four steps in effective communication might well help people to correct this distorted

view of the communication process. Some call them the four A's of communication. /2__/

Attention. Winning the attention of the person with whom we wish to communicate, is an

obvious first step. In order to achieve this goal, we must first try to eliminate - as far as is humanly

possible - what experts in this field call "noise". This includes everything that distracts, be it noise in the

literal sense, physical or emotional discomfort, personal problems, negative attitudes, or distracting

mannerisms or dress. The human greeting, or inquiry about the other person's health or personal

circumstances, is an effective catalyst in this process. To be sure, if such introductions are false or

stereotyped they might serve little purpose. Real empathy, all the more so important in downward

communication from superior to subordinate, leads quickly to the second step in the process -

apprehension. /3__/

Apprehension. Although this word usually carries the connotation of "fear", its primary

meaning is "understanding". We have preferred the term "apprehension" here primarily to retain the

mnemonic of "four A's". Its two meanings, however, are related; they are two sides of one coin. /4__/

Achieving apprehension is a critical part of the communication process, but it is a very subtle

one also. Managers sometimes defend their inability to communicate by asking, "Do you understand?"

This is usually an unfair question, and even the somewhat improved "What do you understand?" is often

perceived as a threat.

On the other hand, if there is the right relationship between the transmitter and the receiver of a

message, indirect ways of establishing the degree of understanding will present themselves. /5__/

Assimilation. As crucial as is the function of apprehension (in its positive sense as we defined

it) it is not enough. Often, a person has understood a message perfectly, but he or she has not accepted it.

Alternatively, it is accepted in a half-hearted manner, without any conviction. Communication is still

incomplete if he has not assimilated the information into his own being. The initiator has achieved an

ideal result if the recipient has assimilated the message to the extent that he becomes one with the

sender, as it were. /6__/

Action. This is the final step in our communication process. It is that ingredient which propels

abstract or theoretical knowledge into the world of reality. So often a good idea in business (no less than

in other spheres) meets with facile acceptance or agreement, but is not translated into action. If

assimilation has indeed taken place, action on the part of the receiver should follow inevitably. But what

we have said about the two-sided nature of communication applies here as well. /7__/ (http://www.hodu.com/business-communication.shtml)

2. 2. Read the following text about the types of communication and answer the questions.


Types of Communication "You can't do without communication and computers, they are the keys to the success of your business."

Gwyn Myers, Management Consultant

Communication is the key to any business success! Unless potential clients and customers are

aware of your business, they will not have the information to contact you or to purchase your products.

When they are aware of your business, they must be able to contact it easily.

Two types of communication are essential - external and internal.

External communication reaches out to the customers to make them aware of your product or

service and to give them a reason to buy. This type of communication includes your brochures, various

forms of advertising, contact letters, telephone calls, web sites and anything else that makes the public

aware of what you do.

Image is extremely important in external communication! Your logo should represent who you

are; your letterhead should be a selling tool; your telephone message should reflect your

professionalism.

Internal communication is essential to attracting and retaining a talented staff. You must

provide the direction for the company by consistently communicating that message; you must motivate

your staff through various forms of communication, which can include awards, newsletters, meetings,

telephone calls, and formal and informal discussions.

Effective communication requires tools and planning. The tools that facilitate that key element

of your business – communication, can be grouped into 1) basic communication tools, 2) computers, and

3) the Internet. (http://www.myownbusiness.org/s3/#1)

3. Comprehension

Answer the questions: What do you think Gwyn Myers means by being ―aware of your business‖?

What ‗communication means‘ give the customer ―a reason to buy‖?

What motivates the company staff?

4. Vocabulary Read the text that highlights the importance of mastering modern communication technology in business

by giving advice on what to do or not do when using modern technology. Build the word family of the

words written in bold:

Top Ten Do's and Don'ts

Top ten do's 1. Gain the capability to do word processing, spreadsheets, presentations and e-mail.

2. Consider using an accounting software program appropriate for your business.

3. Consider a laptop computer if your business requires mobility.

4. Learn digital technology including use of pictures for marketing purposes.

5. Consider using a headset for cordless and cell phones.

6. Plan ongoing internal communications including awards, newsletters and discussions.

7. When leaving messages, clearly and slowly repeat your name and number.

8. Use a remote Voice Mail answering system rather than an answering machine.

9. Use separate dedicated phone lines for your business and fax lines.

10. Develop a logo to represent who you are: for stationery, signs, cards and website.

Top ten don'ts 1. Don't start your business without knowledge about and possession of computer tools.

2. Don't overlook making regular external back-ups to computer programs.

3. Don't overlook the Internet as an important business tool.


4. Don't purchase more equipment than will meet your need for the next two years.

5. Do not spend for a top-of-line computer unless it is required in your business.

6. Do not sign up for extended time periods on any service including phone and mobile.

7. When plans change, be sure to request information on communication plans that more closely meet

your new requirements.

8. Don't fail to exercise your rights on return policies within time limits allowed.

9. Don't feel an 800 number is important unless you are receiving orders by phone.

10. Do not sign up for long term plans with Internet Service Providers. (http://www.myownbusiness.org/s3/#1)

5. Language focus THE RIGHT WORD

The two most important aspects of word choice in business communication are:

Correctness

Effectiveness

In order to achieve these text characteristics you should pay attention to the following tips:

Strategies Communication targets

Use functional words correctly. Functional words

express relations among content words and have only

one unchanging meaning in any given context (e.g.

conjunctions, prepositions, articles, and pronouns).

Use them correctly!

Choose content words carefully: they carry the meaning

of the sentence (e.g. nouns, verbs, adjectives, and

adverbs).

Develop your ability to choose the right

content words for your message!

Pay attention to connotation and denotation.

Denotative meaning=dictionary meaning

Connotative meaning=associative meaning

Use terms that are low in connotative

meaning!

Mind abstraction/ concreteness of the words you use.

Abstract words are concepts, qualities, characteristics.

Concrete words stand for something particular, they are

clear and exact.

Use specific terms whenever possible!

Use abstractions only when necessary!

Choose strong words! These are the nouns and the

verbs not the adjectives and the adverbs.

Use familiar words (but avoid overworked terms).

Use short words rather than longer ones.

Do not turn verbs into nouns and adjectives – it

weakens your writing style.

Be clear, concise and accurate!

Avoid biased language (sexist, racial, ethnic, age or

disability related).

Be fair and objective in content!

(adapted from Bovée, Thill 1992: 113)

5.1. Read the following list of words and group them into two categories: familiar/ unfamiliar. Find

some other examples.

Familiar Unfamiliar

Find out, learn Ascertain

Close, bring about Consummate

Avoid Circumvent

Growth, increase Increment


……………… …………………….

……………….. ……………………..

5. 2. Use the following pairs of words correctly in sentences of your own, after you discuss the

differences in meaning.

accede – exceed

accept – except

access – excess

allot – a lot

born – borne

complement – compliment

correspondent – corespondent

council – counsel

defer – differ

discreet – discrete

levee – levy

loath – loathe

material – materiel

moral – morale

shear – sheer

stationary – stationery

waive – wave

weather – whether (selected from Bovée, Thill 1992: 613)

5. 3. Find some other pairs that can be easily confused. Use them correctly in the appropriate context.

6. Speaking Take into account the following positions: company president, chief accountant, supervisor,

business consultant, and worker. To what extent is the ability to communicate important to the

successful performance of each of them? Address the question to some other jobs you consider

worth discussing.

How much personal communication should be permitted in a business organization?

What companies require extensive communication and what companies require little

communication? Discuss the list you have made with your colleague.

7. Writing In not more than 200 words, describe the network of communication in an organization you are familiar

with.

II. PROFESSIONAL COMMUNICATION

BASIC NOTIONS

Communication is defined as an exchange of messages resulting in shared meaning.

Professional communication is a specialized exchange of messages resulting in shared meaning.

KEY ELEMENTS OF PROFESSIONAL COMMUNICATION

Elements Indicators/qualities

Communication chain as direct as possible (fewer links)

Communication channels oral/ written; formal/informal

downward/upward/horizontal

Communication networks internal/external

Communication skills influence employability (80%)

Communication effectiveness perception, precision, credibility, congeniality

Communication climate open, influenced by the management style of the top executives

Communication technology affects information flow, ease of contact, organizational structure

Communication barriers intercultural, oral/written problems

Communication crisis conflict handling by communicating (adapted from C. L. Bovée, J. V. Thill, Business Communication Today, New York: Mc Graw Hill Inc., 1992)

1. Discussion 1. 1. Describe the key elements of professional communication mentioned in the chart above. Feel free

to enrich the list with some other characteristics defining professional communication.

1. 2. Which of them are, in your opinion, highly important for the business communication? Defend your

view.

1. 3. Identify the types of technology used primarily in internal and external- operational communication

to transmit messages.

2. Reading Technical communication represents one of the most important elements that contribute to the success of

communication in the business environment. By reading this fragment from “Ten Technical

Communication Myths”, you will re-consider the effect of communication technology and the

contribution of the specialists in this domain to the development of a productive communication climate

within or outside an organization. It is not business properly, but you will see that it is indispensable to

the modern business world. Decide whether the following statements (1-7) are true (T) or false (F).

1. Despite the degree of abstraction or exaggeration that makes myths so fascinating, there is often a

grain of truth but no insight into some fundamental aspects of the human condition at their heart.

2. The things we usually do in our daily work are strongly influenced by "rules of thumb".

3. Some modern communicators misinterpret the occasional rule to the point where it becomes valid for

any circumstance it is applied to.

4. There are 14 central myths in modern technical communication.

5. It is a rule that audiences are always dynamic.

6. Technical communicators know that documentation is very expensive.

7. A culture can reinvent a myth by recasting it in their own unique context.


Ten Technical Communication Myths

by Geoff Hart

Myths often represent the very human attempt to explain something important but poorly

understood, such as the turning of the seasons, or to provide cautionary tales to warn listeners against

unsanctioned behavior, as in the myths of Prometheus and Epimetheus. The fascination inspired by

myths has kept many alive across the millennia, but despite the degree of abstraction or exaggeration

that makes them so fascinating, there is often a grain of truth or an insight into some fundamental

aspects of the human condition at their heart. In our current enlightened age, we fancy that we've grown

beyond the need for myths, yet "urban legends" abound (particularly on the Internet), and many of the

things we do in our daily work are strongly influenced by "rules of thumb" that are, in a very real sense,

a form of myth.

(par. 1)

As any other profession, technical communication has accumulated its share of mythical rules of

thumb, but the good news about our profession's myths is that they too contain grains of truth and

insights into things that are truly important to us. The bad news is that we've also internalized some of

these myths to the point that we no longer question them and have begun to let them constrain our

choices rather than to help us remember and see the truth. Some communicators even overgeneralize the

occasional rule to the point where it loses its validity and becomes dangerously misleading.

(par. 2)

So what myths do we live by? In no particular order, this paper presents my "top 10 list" of what

I consider to be the central myths in modern technical communication. There are undoubtedly others. By

acting as devil's advocate, intentionally presenting these myths in a bad light, I'm hoping that I can

persuade you to question these and other rules of thumb that you use daily. When you pay closer

attention to the rules you obey, consciously or otherwise, and question why, you can start to recognize

the disabling aspects of a myth and begin taking steps to free yourself from those constraints. And here

they are:

(par. 3)

Knowledge of Specific Tools Is Vitally Important (1)

Sans Serif Fonts are Always More Legible Online (2)

Audiences are Static (3)

Minimalism Means Keeping Text as Short as Possible (4)

The Optimum Number of Steps in a Procedure is 7 Plus or Minus 2 (5)

You Can Make a Bad Interface Easy to Use Through Superior Documentation (6)

We Can‘t Talk to the SMEs (7)

Usability Testing is Prohibitively Expensive and Difficult (8)

Single-sourcing Means Dumping Printed Documents Online (9)

Documentation is a Cost Center (10)

(par. 4)

But myths aren't always invalid. Myths endure because no matter how much they simplify or

exaggerate reality, they are nonetheless based on something truthful, something important to us, or

something that sheds a bright light on an aspect of our lives. Two of the things that fascinate me most

about mythology are just how universal the themes can be and how creatively each person or culture can

be in reinventing a myth by recasting it in their own unique context. Folklorist Josepha Sherman has

observed that "Myths are attempts to explain the cosmic truths.... All peoples have the same questions,

and so all peoples have the same basic type of myths."

(par. 5)

Each of the ten myths I've presented in this guest editorial passes this test for that idiosyncratic

group of people known as technical communicators. My hope is that each of us will find ways to answer

those universal questions for ourselves by seeking out the underlying truths and building on them to

create something more useful and fascinating still. By making the myths more relevant to ourselves, we

reinvigorate them and ourselves. One obvious way to do this is to re-examine our current rules of thumb

P r o f e s s i o n a l C o m m u n i c a t i o n

and see how they can be refined. After all, the thing to remember about "rules of thumb" is that thumbs

bend when necessary.

(par. 6) (adapted from: http://www.techwr-l.com/techwhirl/magazine/gettingstarted/tenmyths.html#myth1)

3. Comprehension

Answer: What is technical communication?

What is a technical communicator?

What are the position/ function/ role of a technical communicator in the communication diagram of an

organization?

4. Vocabulary Explain with your own words; if possible, find synonyms for the following:

Paragraph 1: cautionary, unsanctioned, fancy

Paragraph 2: share, insights, overgeneralize, misleading

Paragraph 3: advocate, obey, disabling

Paragraph 4: legible, interface dumping

Paragraph 5: shed, attempt

Paragraph 6: idiosyncratic, invigorate, refine

5. Language focus THE PARAGRAPH

The paragraph consists of several sentences all related to the same topic. It is a unit of thought. It

involves logical thinking.

The paragraph consists of three basic elements:

Elements Role

Topic sentence It contains the essence of the whole paragraph

(main idea).

It indicates how the subject of the paragraph will

be developed.

It can come first, in the middle, or last,

depending on the writer‘s plan.

Related sentences Explain the topic sentence.

They are more specific than the topic sentence,

dealing with some details.

Transitional elements:

Connecting words (i.e. conjunctions)

Repeated words or phrases

Pronouns

Words that are frequently paired

They indicate how paragraphs and ideas are

related.

They make the text coherent.

Methods to develop a

paragraph

illustration - it gives examples that

demonstrate the general idea

comparison or contrast - it presents similarities or

differences among thoughts

discussion of cause and effect - it focuses on the reasons of

something


classification - it indicates the specific

categories of a general idea

discussion of problem and

solution

- it presents a problem and

debates a possible solution to

that problem

(adapted from Bovée, Thill 1992: 129)

DO NOT FORGET:

Limit each paragraph to one general idea!

Write short paragraphs (100 words or less)!

Leave out unessential details!

Your message should contain unified, well developed, and coherent paragraphs!

5. 1. In the following paragraph, identify the topic sentence, and the related sentences:

The world in which we live is a desperately poor place. Today, three thousand million human beings

crowd its surface, each one needing food and shelter in order to do nothing more than preserve his own

life. But parts of the world, it may be said, are not poor; in America the family garage has two cars and

indoors the deep-freeze contains ice cream and chicken. Even in Europe the general standard of living is

not bad; few people die of starvation or exposure; television sets and cars are not uncommon. The sad

truth is partly that Europe and North America are not the world, or even the greater part of the world,

and that for the majority of the world‘s population human life exists on the border between bare

subsistence and extinction. It is also true that the relatively rich communities such as Europe and North

America contain enormous pockets of real poverty, and the world is a long way yet from the day when

they will be finally removed. Even if all the good things of the world were placed in a gigantic common

pool, and shared equally amongst all the human race, therefore, the world‘s population would still have

scarcely enough food and clothing and warmth and shelter to keep itself alive. (Nevin 1971: 3)

5. 2. Build a paragraph around each of the following topic sentences:

Scarcity is the foundation of economics.

Exchange is vital to economics.

Economic affairs are frequently involved with ethics.

Words are frequently misleading, sometimes downright dangerous. (Nevin 1971: chapters 1, 2)

5. 3. Write a paragraph on each of the following topics, choosing for each the most suitable way for the

paragraph to be developed: by illustration, by comparison or contrast, by discussion of cause and effect,

by classification, and by discussion of problem and solution.

Suggested connections:

the issue of unemployment

types of personal computers available for sale

how to use a digital camera

a famous company got bankrupt

advantages and disadvantages of traveling on business

5. 4. Break up these sentences into shorter, more readable ones:

The calculation of total expenditure, however, is not entirely a straightforward affair even in principle

(the statistical problems of estimation, of course, are very considerable) and certain pitfalls have to be

avoided, and in the process of avoiding them the published national income estimates become somewhat

complicated because it is obvious that in calculating a country‘s national income via estimates of total

P r o f e s s i o n a l C o m m u n i c a t i o n

expenditure, only purchases which provide income for someone else in the community should be

included, while care should be taken to see that no such purchases are excluded.

6. Speaking Describe how managers use communication.

Employees belong to various groups, each with their own characteristics. What role does

communication play in establishing their membership in each group? Give examples.

Choose two jobs you might like to have after you graduate. What communication skills do you

think would be most important to you in these positions?

7. Writing Think of an organization you are familiar with and make a list of the means used for downward

communication (i.e. methods used by top executives to inform individuals about the organization itself,

organization policies, employee or member responsibilities, etc.). Compare your list with another, made

by one of your colleagues. Which of the systems described is better? How could the organization

improve its downward communication?

III. TYPES OF COMMUNICATION

BASIC NOTIONS

Types of communication

Nonverbal verbal

oral written

Varieties

Facial expressions,

eye behaviour,

gestures and postures,

vocal characteristics,

personal appearance,

touching behaviour,

use of time and space

Face-to-face conversation

Phone conversation

Conferences

Presentations

Meetings

Interviews

Training programmes, etc.

Letters

Memos

Minutes

Reports

Functions

Supports and clarifies

verbal communication

It largely has an interactive

function.

It can be: locutionary (say

something), illocutionary

(content), perlocutionary

(intention), constatative/

performative (according to the

theory of speech acts).

It can be: representative

(statements); directive (order,

request, advice); promising

(promise, offer, inviting);

expressive (congratulating,

thanking); declarative

(appointment, declaration).

informative,

persuasive,

collaborative

(inquiring,

claiming,

ordering,

acknowledging,

accepting,

refusing, etc.)

Main

characteristics

Less-structured, not

learned, spontaneous,

it often occurs

unconsciously

Easy, spontaneous, efficient,

quicker, more convenient than

written communication, it

facilitates feedback.

planned,

controlled,

organized

It is more likely to

involve creative

effort.

Importance

More reliable and

more efficient than

verbal communication

- In job interviews

- In speech delivery

It maximizes collaboration.

It saves time and provides

opportunities for social

interaction.

It increases the

sender‘s control

but makes

immediate

feedback

impossible. (adapted from C. L. Bovée, J. V. Thill, Business Communication Today, New York: Mc Graw Hill Inc., 1992)

1. Discussion 1.1. Discuss the table above. Add your own ideas to each of the points mentioned in it.

1. 2. How can you handle emotional conflicts in business communication? Will you be able to maintain

your objectivity? Discuss the topic considering the three types of communication: nonverbal, oral and

written.

T y p e s o f C o m m u n i c a t i o n

2. Reading Read the excerpt that describes the first myth - Knowledge of Specific Tools Is Vitally Important – from

the article “Ten Technical Communication Myths” by Geoff Hart and answer the questions (1-4) by

choosing the appropriate answer (A, B, or C).

Knowledge of Specific Tools Is Vitally Important

Few managers want to hire a new technical communicator and wait weeks for the person to

become productive with the company's writing tools, yet hiring on the basis of "tool skills" ignores the

fact that the ability to format text is a very small part of our value as technical communicators. (It also

ignores the fact that any new employee, even one who comes equipped with the desired tool skills, faces

a learning curve in a new position or at a new company, and may take weeks to learn the ins and outs of

the new job.) Employers hire us primarily because we can understand their products and communicate

that understanding to their customers. They hire us because we know how to take a product apart,

literally or figuratively, and decide what components of the product we must document and how we

should do it. They hire us because we possess the ability to pry information from the grasp of reluctant

Subject Matter Experts (SMEs), because we have that rare skill of empathizing with our audience well

enough to understand that audience's needs, and because we have the persistence to make an effort to

satisfy those needs.

None of these reasons depends strongly on the ability to work in Word, FrameMaker, or

RoboHELP. Back in the Dark Ages before computers, the ancients did a pretty good job of documenting

complex processes without these tools; in fact, those ancients could probably teach us a few things about

good writing. Nowadays, few writers lack the ability to type and do basic formatting from the software's

menus, and these (not formatting skills) are the crucial tools that support our work; in many situations,

advanced formatting skills are actually a red herring, because templates already exist and layout or

design work consists more of applying the templates than of actively designing something new. It's not

that knowing how to format is unimportant to us; rather, it's far less important than our ability to

communicate.

But let's assume that tool skills really are as important as some managers claim. Given that most

of us have learned enough software skills to quickly develop basic to moderate competence with new

software, the period of several weeks while we adapt to our new job is more likely to pose problems

than our ability to learn new software. For example, in my comparatively short career (not quite 15

years), I've mastered four different layout programs, half a dozen word processors, three operating

systems, and more other types of programs and applets than I care to count, all the while coping with an

ever-accelerating rate of evolution in each of these software categories. What's impressive about my

experience is not that I'm a software prodigy, but rather that I'm so average; many of my colleagues have

an even more diverse portfolio of tools at their disposal. The consequence for employers is that most

experienced technical communicators have yet to encounter software we couldn't begin using

productively within a day, and become skillful with in about a week. Mastery can certainly take far

longer, but most of what we do doesn't require that level of mastery.

To see the flaw in using tool skills as a primary hiring criterion, ask yourself this: would you

rather read well-written documentation or documentation produced by someone who can make Word 97

jump up and dance? Now ask yourself which of the two skill sets (writing versus formatting) is easier to

teach, and you'll know which of the two writers you should hire. All else being equal—a rare situation—

choose the communicator who also knows your development tools and can use them for layout. (adapted from: http://www.techwr-l.com/techwhirl/magazine/gettingstarted/tenmyths.html#myth1)

1. Hiring on the basis of "tool skills"

A. ignores the fact that the ability to format text is a key element that makes technical

communicators valuable for the organization.

B. ignores the fact that any new employee, even one who comes equipped with the desired tool

skills, faces a learning curve in a new position or at a new company


C. ignores the fact that a new employee takes a couple of days to learn the ins and outs of the

new job

2. Employers hire technical communicators because

A. they can understand their products and communicate that understanding to their customers

B. they know how to advertise a product

C. they have that rare skill of presenting accurately the company‘s policy in front of a

demanding audience

3. The crucial tools that support technical communicators‘ work are

A. formatting skills

B. the ability to type and do basic formatting

C. the ability to communicate

4. An important hiring criterion for technical communicators should be

A. using tool skills

B. writing and formatting

C. knowing your development tools and being able to use them for layout

3. Comprehension Answer the questions:

Can the myth you have read about be extended to some other categories of persons dealing with the

business environment? Take managers, chief executives, supervisors, secretaries, for example.

Why are technical communicators needed in a company?

4. Vocabulary Read about another myth of technical communication: Minimalism Means Keeping Text as Short as

Possible. For each blank (1-10), decide which of the options A, B, C, or D is best. There is always one

correct answer.

John Carroll has been one of the leading standard bearers in the minimalism movement and no

doubt has grown rather frustrated with the notion that minimalism means brevity, pure and 1__. It also

doesn't mean trial and error learning, maximum simplicity, or any of several other 2__ or

oversimplifications. To set the record 3__, he co-wrote an article that deals with the misconceptions

firmly and eloquently (Carroll and van der Meij 1996). To quote Carroll and van der Meij: "The central

principle in minimalism is task 4__. But many other principles play a role in this design approach either

because they 5__ task orientation or because they follow from it." In short, the minimalist philosophy

involves understanding what your audience is trying to accomplish (audience and task analysis) and

focusing on those needs by 6__ enough information, in the right form and at the right time or in the right

place, to help them accomplish their tasks.

The myth that minimalism equals brevity stems from a much more interesting and complex 7__:

that you shouldn't bury readers in 8__ detail. The challenge, of course, lies in discovering what is truly

extraneous. It's also a myth that minimalism is a one-size-fits-all solution for all communication

problems because its task orientation does not make it directly 9__ to problems such as communicating

theoretical information (for example, the "why" of graphic design rather than the "how") or writing to

persuade the reader (for example, marketing). Yet even for such 10__ unrelated problems, minimalism

has much to say because of its emphasis on the reader, and that emphasis won't lead us far astray even

when the reader's tasks are not immediately recognizable as tasks. (adapted from: http://www.techwr-l.com/techwhirl/magazine/gettingstarted/tenmyths.html#myth1)

1. A clear B simple C obvious D straight

2. A misconceptions B conceptions C notions D terms

3. A direct B directly C straightly D straight

T y p e s o f C o m m u n i c a t i o n

4. A orientation B directive C direction D promotion

5. A help B support C view D supply

6. A insuring B assuring C providing D offering

7. A assertion B discussion C asserting D sentence

8. A foreign B outsider C lateral D extraneous

9. A fit B matching C applicable D correspondent

10. A seemingly B seeming C apparent D confused

5. Language focus

COHERENCE

Text coherence is important in a business message. Coherence is achieved through the use of transitions

that show the relationship

between paragraphs and

between sentences within paragraphs.

Give your message coherence by:

presenting information in logical order

bridging together the information presented

TRANSITIONAL DEVICES. TECHNIQUES TO TIE TOGETHER THE INFORMATION

Tie-in sentences Design the sentences to tie in two successive ideas.

Repetition of key words Use the same word in a sequence of sentences: it connects

thoughts.

Use of pronouns Pronouns connect with the words they relate to.

Transitional words They indicate the kind of thought connection between following

ideas (i.e. in addition, besides, in spite of, in contrast, however,

likewise, thus, therefore, for example, also).

5. 1. Discuss how the text from exercise 4 is organized in terms of coherence. Identify the transitional

devices used by the author.

5. 2. Write a one-page essay about The importance on selecting positive/ negative words in a business

message. Mind coherence of your text.

6. Speaking Is written communication or spoken communication more susceptible to be misunderstood and

misinterpreted?

Verbal communication skills are very important in business. Evaluate your own skills in this

field, present them to your colleagues and ask their help: how can you improve them?

7. Writing Think of a communication experience you have had recently. Describe it taking into account the main

elements communication involves (sender, receiver, the message, the transmission channel, feedback,

any possible barriers which affected the communication process).

IV. COMMUNICATION STYLES

BASIC NOTIONS

Composition is defined as the process of drafting a message. When composing the message you should

create a tone that suits the particular situation you are referring to. You can do that by using the right

style.

The particular way you use words to achieve an overall impression or a certain tone in your message is

the style of that message.

Read and, if possible, improve the table below:

types of

style/registers

types of style

(another classification)

key elements for a successful business

style

formal

informal

Forceful Choose a warm but businesslike tone.

Passive Emphasize the positive.

Personal Establish credibility.

Impersonal Be polite.

Colorful Project the company‘s image.

Colorless ………………………………..

1. Discussion 1.1. There always exists a company style you should be prepared to adjust to as an employee. Think of a

company whose employee you would like to become. What do you know about that company‟s style?

Could you subordinate your own style to that of the company you chose?

1.2. When delivering speeches and presentations you have to decide on the style you will use – casual or

formal. Identify some particular events and topics, decide upon the appropriate style and give your

reasons for the choice you‟ve made.

2. Reading Read the following text about style in business communication.

Have you got style?

Most people connect the word style with fashion, particularly with clothes. In a sense, language

too is either "dressed up" or "dressed down", depending on the situation you are in or who you are

talking to. Style covers a variety of subjects but two aspects of style which are vitally important in

business communication are formality and diplomacy. (1)

Formality. English is different from many other languages in that its spoken form differs

considerably from its written form. Naturally, written English tends to be more formal. Spoken English

contains a great many contractions such as "it's", meaning "it is" or "it has", "I've", meaning "I have",

"he's", meaning "he is" or "he has", "we'd", meaning "we would" or "we had". These contractions, used

widely in conversation, are not used in written English (except, perhaps, in informal friendly letters).

They would not be used in a formal letter or report. (2)

Another aspect of formality which is important in report writing, for example, is the use of the

passive voice. If you were giving advice in spoken English, for example, you would probably use an

"active" sentence, such as "If I were you, I'd relocate the factory." This type of sentence would not be

used in a business letter or report. The sentence would probably read: "It is recommended that the

C o m m u n i c a t i o n S t y l e s

factory be relocated." In formal written English, it is also often preferable to avoid using personal

pronouns, such as I or we, in order to make the text more impersonal. (3)

Diplomacy. In addition to formal written style, English also has a unique diplomatic spoken

style. Native speakers often try not to sound too direct. Examples of this tactful style include using I'd

like instead of I want, e.g. "I'd like to hear your proposals", rather than "I want to hear your proposals...".

Another example is "Perhaps we should now consider..." rather than "Now, it's time to consider...". (4)

Native speakers also try to avoid giving an unnecessarily negative impression. For example,

instead of saying "That is impossible" they say "That is not very likely". Or, instead of saying,

"Wednesday is impossible" they might say "Would Monday be more convenient?". Notice the use of

would which gives a more tentative sound to a statement or question. For example, "That is too

expensive" can become "That would be rather expensive". Statements are usually softened by qualifiers

such as rather, somewhat, quite, some, etc. For example, "I don't fully agree" or "There is a slight

problem". (5)

Modifying your language in this way can be a useful tactic in business dealings when you are

trying to establish a pleasant cooperative atmosphere, particularly with people of other cultural

backgrounds. Indeed, in many business meetings and negotiations such diplomatic use of the English

language can be a very positive aid to avoiding direct confrontation with your counterparts and a useful

tactic. (6)

Non-native speakers whose own language is far more direct may find it odd to use such

diplomatic language. However, they should at least be aware of its existence, especially if they are doing

business with native speakers of English. (7) (http://www.linguarama.com/ps/294-6.htm)

3. Comprehension Write questions, relating to the text, to which these could be the answers:

1. Formality and diplomacy are vitally important in business communication.

2. Its spoken form differs considerably from its written form.

3. The use of the passive voice.

4. An example is "Perhaps we should now consider..." rather than "Now, it's time to consider...".

5. Qualifiers such as rather, somewhat, quite, some, etc.

6. The diplomatic use of the English language.

7. Non-native speakers whose own language is far more direct.

4. Vocabulary 4. 1. Read about another „myth‟ of technical communication. For each blank (1-10), think of the word

that best fits the context. Use only one word in each space.

Speaking 1__ layout, a commonly agreed assertion is that ‗Sans Serif Fonts are Always More

Legible Online‘. This rule 2__ thumb claims, "sans serif typefaces remain easier to read on low-

resolution displays 3__ as computer monitors, which typically have resolutions of between 72 and 96

dots per inch." This resolution is certainly low, even compared 4__ that of the advanced 24-pin dot

matrix printers we abandoned 5__ favor of laser and inkjet printers, and certainly can't do justice to the

fine details of many serif fonts designed for print; in particular, the serifs can disappear entirely, and

character outlines may even blur 6__ the variable stroke width that characterizes traditional serif fonts

lends itself poorly to fixed-size pixels.

Unfortunately, though these assertions all contain a grain of truth, "all else" is almost never

equal, and you should distrust any typographic studies that claim otherwise. Many factors can

overwhelm the theoretical difference 7__ legibility 8__ serif and sans serif type, even if we ignore the

fact that it's possible to optimize the designs of 9__ typeface style for online display (for example,

"slab" serifs hold up better than thin serifs onscreen). The typographic factors that can overwhelm the

10__ of serif versus sans serif typefaces include, but are not limited to: legible design, line spacing, line

http://www.linguarama.com/ps/294-6.htm


width, word and character spacing, type size, the degree of contrast between the type and its

background, etc. (adapted from: http://www.techwr-l.com/techwhirl/magazine/gettingstarted/tenmyths.html#myth1)

1. 2. Use the word given in capitals on the right to derive a word that best fits the context:

It's easy to see why technical communicators are often first on the 1__

block when it comes time to trim staff: we cost a lot, we make all kinds of

2__ demands (such as time and money to perform audience analysis and

usability testing), we take 3__ away from their crucial work to answer

naive questions, we hide away in our cubicles and write instead of 4__

others to shout our praise in the ears of upper management, and we produce

a product that often 5__ no obvious income for our employer. That's the

myth, anyway. The facts can be quite different.

CHOP

REASON

DEVELOP

PERSUASION

GENERATOR

(adapted from: http://www.techwr-l.com/techwhirl/magazine/gettingstarted/tenmyths.html#myth1)

5. Language focus THE SENTENCE

Mind the rules:

Clear sentences are effective sentences!

Adapt your sentences to your readers/ audience!

You can compose short sentences by:

limiting sentence content: the shorter sentences communicate better BUT don‘t use too many

short sentences!

economizing on words: seek shorter ways of saying things (e.g. avoid cluttering phrases,

roundabout constructions, and unnecessary repetition of words or ideas)

TYPES OF SENTENCES

type characteristics examples

Simple Subject + predicate (+nouns/ pronouns serving as

objects of the action, and by modifying phrases)

Unemployment will

decrease next year.

Compound

It consists of two or more simple sentences

(clauses) that deal with the same basic idea; a coma

or a semicolon separates them; they are connected

by co-ordinating conjunctions and adverbs (e.g.

and, in addition, or, so, thus, consequently, for,

hence etc.)

Although you were

reluctant to his long-term

plan, you have to recognize

its strong points.

Complex

Independent clause (one or more) + dependent

clause (one or more)

He was the best technician in

his division, which made

him famous.

Sentence style. Tips for developing a clear style

Your sentences should be clear, accurate, and readable, grammatically correct, and appropriate for the

audience. In order to achieve these qualities consider the following:

use short sentences

eliminate unnecessary words and phrases

avoid repetition (unless necessary)

separate strung-out sentences (sentences connected by and but containing unrelated ideas i.e. He

is a talented speaker and he will deliver a speech tomorrow).


avoid hedging sentences (sentences containing may/seems to avoid stating a judgment as a fact

i.e. I believe that your business plan seems to indicate that you may succeed in your endeavour.)

avoid starting sentences with it and there

avoid long sequences of nouns

avoid cluttering phrases (uneconomical, too long)

use active sentences rather than passive ones

keep the subject and predicate of a sentence as close together as possible

emphasize key elements of a sentence. You can do that by: a. giving them more space, b.

placing them at the beginning/ end of the sentence, and c. making them the subject of the

sentence (adapted from Bovée, Thill 1992: 121)

5. 1. Choose two paragraphs from the text and analyze their structure. Identify specific techniques of

style used by the author to maximize the effect of the message.

5. 2. Find shorter substitutions for the following cluttering phrases:

along the lines of

at the present time

for the purpose of

for the reason that

in accordance with

in the meantime

in the near future

in the neighbourhood of

in very few cases

in view of the fact that

on the basis of

on the occasion of

with regard to, with reference to

with a view to

(see Lesikar, Petit, Flatley 1993: 54)

6. Speaking Style is important in establishing a successful relation sender-audience. Do you agree or

disagree with that?

Consider the six styles mentioned in the introductory part of this unit and find for each an

appropriate business situation to fit in that particular style. Explain and discuss your options.

7. Writing Write 1. a resignation letter or 2. a letter of complaint for not receiving the books you ordered two

months ago. Draft three letters for each of the two topics, each in a different style and compare them

with the letters of your colleague. Which style is the most appropriate for each situation?

Supplementary material

Read about communication styles:

In addition to the nonverbal communication cues discussed, how we say things is influenced by

culture. This is referred to as "communication style." While there are many nuances in communication

styles there are essentially five contrasts in the way we approach topics of conversation -not the content

but the way in which we debate, converse, ask questions, and organize verbal communication- that are

challenging in interactions between people from different cultures. This can be one of the trickiest

aspects of communication because we tend to react to different ―styles‖ immediately and emotionally.

But when we think back on an exchange which has not gone well and analyze just the words spoken, we

often cannot figure out why we are so annoyed and/or frustrated. Knowing something about

communication styles will be very helpful to you in figuring out why ―how‖ something is said is just as

important as ―what‖ was actually verbalized because we tend to react to style unconsciously and

instinctively.


Communication styles vary enormously across the globe. However, like so many of the contrast

sets we have examined so far, most countries tend to prefer one or the other of the five we will examine

here:

Linear versus Circular = straight line discussion versus a more circular approach

Direct versus Indirect = meaning conveyed by words versus through suggestion

Detached versus Attached = objective presentation versus expressive style

Intellectual Engagement versus Relational Engagement = discussion is about the task versus

discussion is about the task and the person

Concrete versus Abstract = example driven versus theory driven discussion

Why Should You Pay Attention to These Differences? In this list, US-Americans tend to be on the left side, that is, to prefer linear, direct, detached,

intellectually engaged, and concrete styles of communication. In contrast, many African, Asian, and

Pacific groups prefer more circular, indirect, attached, relationally engaged styles. Europeans can have a

combination, for example, in Spain (and much of Latin America), people prefer a strong, relational

engagement, and attached style of communication while also being direct, linear, and abstract in their

approach. The French style is often abstract, intellectually engaged, and detached. Many permutations of

these five styles are found worldwide.

The point here is that anyone about to enter an international study abroad program is likely to

encounter styles of communication which are unfamiliar and, perhaps, disconcerting. If a new

acquaintance overseas begins a long, meandering story in response to a question you posed, it is far

better to say, "He or she certainly has a circular style!" than, "What is the matter with them, can‘t they

get to the point?" Learning to deal with a new set of communication styles is part of the challenge of

studying abroad. If you learn to do it well, it will add to your ability to effectively communicate with a

wider range of people than you can now and significantly increase your intercultural skills. A fuller

explanation of these styles follows below.

CONTRASTING COMMUNICATION STYLES

Linear: Discussion is conducted in a straight

line, almost like an outline, with the

connections among the points stated as you

move towards an end point, which is stated

explicitly. There is a low reliance on context

and a strong reliance on words. (Cut to the

chase, where the rubber meets the road!)

Circular (contextual) Discussion is conducted in

a circular manner, telling stories and developing a

context around the main point, which is often

unstated because the listener will get the point

after I give them all the information. There is a

high reliance on context. (Once you have the

relevant information, you‘ll know what I mean.)

Direct: Meaning is conveyed through

explicit statements made directly to the

people involved with little reliance on

contextual factors such as situation and

timing. (What you see is what you get! Tell

it like it is!)

Indirect: Meaning is conveyed by suggestion,

implication, nonverbal behavior, and other

contextual cues; for instance, statements intended

for one person may be made within earshot of a

different person. It is possible that messages will

be sent through a third-party intermediary.

Mostly, however, this style allows one to avoid

confronting another person or cause them to lose

face. (What you get is what you manage to see!)


Attached: Issues are discussed with feeling

and emotion, conveying the speaker's

personal stake in the issue and the outcome.

This shows the passion someone feels in a

situation or for an issue. (If it‘s important,

it‘s worth getting worked up over!)

Detached: Issues are discussed with calmness

and objectivity, conveying the speaker's ability to

weigh all the factors impersonally. It is important

to be objective. (If it‘s important, it shouldn‘t be

tainted by personal bias!)

Intellectual Engagement: Any

disagreement with ideas is stated directly,

with the assumption that only the idea, not

the relationship, is being attacked. This is an

intellectual style found in some European

countries. (We‘re just arguing-don‘t take it

personally!)

Relational Engagement: Relational issues and

problems are confronted directly, while

intellectual disagreement is handled more subtly

and indirectly. If you have a problem with

someone, it helps to talk things over, albeit in a

non-confrontational manner. In an intellectual

debate, it is important to be treated softly. (Be

authentic about your feelings and respectful of

other's ideas.)

Concrete: Issues are best understood

through stories, metaphors, allegories, and

examples, with emphasis on the specific

rather than the general. (What‘s an

example?)

Abstract: Issues are best understood through

theories, principles, and data, with emphasis on

the general rather than the specific. (What‘s the

principle?)

(http://iisstage.uop.edu/sis/culture/index.htm)

http://iisstage.uop.edu/sis/culture/index.htm

V. AVOIDING DISCRIMINATION IN COMMUNICATION

Possible situations in which

discrimination by communication

occurs

a. the interview for a job (discriminatory questions)

b. giving/ checking references for a post

c. employment testing

d. others………………

1. Discussion Read and comment the table above. Can communication be discriminatory in certain situations?

Explain.

Is distorted information a source and a tool of discrimination in communication?

2. Reading Read the following article about language discrimination and decide whether the following statements

(1-7) are true (T) or false (F).

1. Language discrimination is based on the type of style used while speaking.

2. Sometimes people loose their jobs for the way they speak.

3. People talking to someone who doesn't speak exactly like them do not find it difficult to communicate

with that person.

4. Communication barriers originate from social inequality.

5. There is language discrimination in the workplace.

6. A Mutual Life Insurance is related to English-speaking proficiency.

7. In American schools there is discrimination against children whose home language was "black

English."

Language Discrimination: Is it fair?

by Suzanne Crisanti

Language discrimination is when a person is treated differently for the way he or she speaks. It

is not based on a person's appearance, but strictly on the type of style used while speaking. This is

wrong! Because of this, people who are discriminated against for the way they speak may find it

difficult to get a job. Some people have even lost their job for the way they speak.

However, communication may not be the only barrier for people. See graph below:

http://www.uwm.edu/Course/350-192/biosuzanne.html

E f f e c t i v e L i s t e n i n g . T h e A u d i e n c e

(Graph from J. Keith Chick (1990) "The interactional accomplishment of discrimination in South Africa." In Donal

Carbaugh, ed. Cultural Communication and Intercultural Contact. Hillsdale, N.J.: Lawrence Erlbaum, p. 243.)

While talking to someone who doesn't speak exactly like you, do you ever find it difficult to

communicate with that person? Do you feel frustrated, upset, and even angry? This is not uncommon.

People have different ways of communicating with others that are influenced by where they are from. A

question may be asked but the desired response may not be given because that person answered the

question according to the way he/she understood it. Yet, the person who asked the question might think

that the response was one way of dodging the question.

There are many communication barriers that exist among various races and groups of all sorts,

which include ethnic, regional, and socio-economic factors. This is related to the way people treat those

types of people. The chart above shows historical factors as being the primary cause for social

inequality. Following the arrows, you can see how each part of the chart is related to one another. It is

interesting to see that if a person has trouble communicating to people living in a particular area how

easy it becomes for them to make that person feel lesser when they speak.

Here are some examples indicating communication barriers that led to language discrimination:

language discrimination in the Workplace (Meyer v. Nebraska): In 1919, the Nebraska

Supreme Court found Robert Meyer guilty for teaching a young student a Bible story in

German. However, the United States Supreme Court rejected this decision on the basis

of the Fourteenth Amendment.

language discrimination in the Consumer Industry (Kim v. Northwestern Mutual Life

Insurance Company): A Korean-American family sued Northwestern Mutual Life

Insurance Company for its denial of an application related to English-speaking

proficiency. The company apparently has a requirement that applicants for insurance

must be English-proficient. If not, their application is denied. The case resulted in a

settlement. Northwestern could no longer deny people insurance because they do not

speak English well enough.

language discrimination in Education (Martin Luther King Junior Elementary School

Children et al., v. Ann Arbor School District): The main issue in this case was alleged

discrimination against children whose home language was "black English." The court

decided that it was appropriate that the School Board take steps to help the teachers

better understand and recognize the language spoken at home by the children. (http://www.uwm.edu/Course/350-192/discrimination.html)


3. Comprehension Answer the following questions:

How would you explain the concept of ‗discrimination‘, generally, and ‗language discrimination‘, in

particular?

Why is it important for teachers to recognize the language spoken at home by the children?

4. Vocabulary In each of the following (groups of) sentences (1-7), there are four underlined parts, A, B, C, and D. For

each sentence, find the underlined part, A, B, C or D, that makes the sentence incorrect. There is always

one possible answer.

What is language discrimination?

1. Language discrimination (A) means to treat someone differently solely (B) because of his or her

native language (C) or other characteristics (D) of speech.

2. (A) On the job, for example, an employee (B) may be subjected to language discrimination if the

workplace has a "speak-English-only" policy, (C) especially if her (D) primar language is not English.

3. An employee (A) may also be the victim of language discrimination if she is treated (B) less favorable

than other employees because she speaks English (C) with an accent, or if she is told she does not (D)

qualify for a position because she does not speak English well enough.

4. But (A) language discrimination doesn't only happen (B) in the job. For example, a person may be

denied (C) access to businesses or government services because (D) he or she does not speak English.

5. The (A) question rises: Is language discrimination illegal? Although the (B) law in this area is still

developing, there are many court (C) decisions which have found language discrimination (D) to be a

violation of people's constitutional rights and civil rights laws.

6. Some courts have found language discrimination to be (A) the same like discrimination (B) based on

race or national origin. (C) As early as 1926, the United States Supreme Court ruled that a requirement

that accounting (D) records be kept in English or local dialects but not Chinese, violated the Constitution

(Yu Cong Eng v. Trinidad).

7. In 1974, the Supreme Court ruled that (A) failing to provide bilingual instruction for public school

students who did not speak English effectively (B) denied them equal access to educational

opportunities, and thus constituted national origin (C) discrimination under Title VI of the Civil Rights

Act of 1964, (Lau v. Nichols). And, as recently as 1991, the court ruled that (D) in some cases,

language-based discrimination should be treated as race discrimination (Hernandez v. New York). (http://www.aclunc.org/language/lang-report.html)


5. Language focus NONDISCRIMINATORY WRITING

TIPS FOR AVOIDING DISCRIMINATORY WRITING

Tips Suggestions Examples

Do not use masculine

pronouns for both sexes.

a. rephrase the sentence

b. make the reference plural

c. substitute neutral expressions (he

or she, he/she, you, one, person)

a. When a client needs

assistance, it is his right to get

it. = A client who needs

assistance has the right to get it.

b. When clients need

assistance, they have the right

to get it.

c. When assistance is needed,

one has the right to ask for it.

Avoid words derived from

masculine words.

Replace these words. Man-made – manufactured

Congressman – representative,

member of the Congress

Businessman – business

executive

Avoid words indicating

minorities in a stereotyped

way.

Take care to the effects of your

words!

Italians are Mafia members –

Wrong!

Blacks can do only menial jobs

– Wrong!

…the ghetto areas of the city…

- Wrong!

Avoid words that indicate

age.

Carefully judge the use of such

terms.

e.g. mature, elderly, juvenile

etc.

Avoid words that describe

disabilities.

Find nonbiased vocabulary to

replace such words.

Deaf and dumb = hearing and

speech disabled (adapted from Lesikar, Petit, Flatley 1993: 38)

6. Speaking Name some ethical dilemmas in business communication; choose one and describe it in detail

(source, elements, characteristics, ways of preventing it, etc.)

Can a business report be discriminatory? Give examples.

7. Writing Complain to the local newspaper that your firm has been discriminated by a previous article that

appeared in the same newspaper a week ago. That article contained distorted data about your

organization. You wonder who‟s to blame but do not accuse your competitors.


VI. EFFECTIVE LISTENING. THE AUDIENCE

BASIC NOTIONS

Listening represents a vital skill in business.

Do you usually listen according to the five steps mentioned in the table below?

Which of the three types of listening do you prefer? Why?

steps in listening

1. sensing

types of listening

1. content listening

(understand and retain the

message) 2. interpreting

3. evaluating 2. critical listening (evaluate

the information)

4. remembering 3. active/ emphatic listening

(to understand the other

person) 5. responding

What type of a listener are you?

types of listeners

Self-centered: superimpose their experience on yours.

Defensive: they view every comment as a personal attack

Good/ effective: receptive to both information and feelings.

Does audience represent a problem for you? Explain.

audience

Profile needs (information, motivational, practical)

take into account:

Audience‘s size and

composition (Who?)

Reaction (How? Why?)

Level of understanding (How

much?)

Relationship with the sender of

information (What type?)

a. Make the difference: what do they want/ need to

know?

Anticipate possible questions.

Mind the quality of information (accuracy, logic,

importance, specificity)

b. Try to win the audience to your point of view

(agreement).

c. Current problems audience may face: lack of time,

distraction, and problem priority. Overcome them

by: a convenient format of your message, use

devices that make the message easy to understand

(summaries, overviews, headings, lists, appendixes,

handouts, charts, graphs, etc.)

1. Discussion What makes you a good listener? Make a list of attitudes and qualities that contribute to effective

listening and discuss them in your group of work.

How will you use your listening skills during an interview or a meeting?

Is it possible to overcome language and cultural barriers simply by listening carefully? Explain.


2. Reading Read about another „myth‟ of technical communication – “Audiences are Static”. Choose the best

sentence from the list below (A-E) to fill each gap (1-3). There is one sentence that you do not need.

There is an example at the beginning (0-E).

A But within one or two decades, these people will have become a vanishingly small component of

the audience for typical software developers.

B But will they change over time?

C And the cycle begins again as more neophytes pick up the product and decide it's worth learning

because it's the standard.

D The only way to find out will be to keep our eye on them and start assessing how their needs are

changing.

E That's far from true.

There's a myth that once you've characterized your audience through audience analysis, the job's

done and all you need to do is follow up with a round of usability testing to provide a reality check. /__0

E/

Inconveniently, audiences insist on changing over time. The neophyte you devoted an entire

"getting started" manual to teaching eventually grows beyond the need for this information, and may

even become a "power user." Some of the former power users leave, tempted away from the fold by

newer, more interesting products that present exciting new possibilities; in particular, the radical fringe

who first adopted a product and pushed it to its maximum potential often leave to follow newer waves,

leaving behind craftsmen who feel no need for such exploration. /__1/

I've already mentioned that our audiences are aging, but this fact has significant implications

beyond the need to remember legibility issues. One change that is already well underway and that may

be complete within the professional lifetimes of most current business people involves computer use.

Even today, 20 years after personal computers began moving out of the hands of hobbyists, we must

write for an audience that includes a fair number of people who are acutely uncomfortable with

computers and who may be using them for the first time. /2__/ If they become sufficiently rare, perhaps

our employers won't grant us the time and resources to cater to their needs. For most of our audience,

computers will be so familiar that they're second nature, and that will have profound implications for

how and what we document. There's already a trend in this direction, since manuals that begin with the

words "We assume you already know how to use Windows" have pretty much driven manuals with an

operating system tutorial into extinction.

How else will our audience change over the next two decades? /3__/ (adapted from: http://www.techwr-l.com/techwhirl/magazine/gettingstarted/tenmyths.html#myth1)

3. Comprehension Answer the questions:

How do audiences change over time?

Does the audience of technical communicators resemble in any respect with the audience of a business

presentation?

Will employers still hire technical communicators in future?

4. Vocabulary

Use the word given in capitals at the end of each gapped line (1-10) to derive a word that fits in the

space.


Usually it is important to 1__ and use your own words in 2__ your

understanding of the message. Parroting back the words verbatim is annoying

and does not ensure accurate understanding of the message. Depending on the

purpose of the 3__ and your understanding of what is relevant, you could

reflect back the other persons: account of the facts, thoughts and beliefs,

feelings and emotions, wants, needs or motivation, hopes and 4__.

Don‘t respond to just the 5__ of the words, look for the feelings or intent

beyond the words. The dictionary or surface meaning of the words or code

used by the sender is not the message.

Inhibit your impulse to immediately answer questions. The code may be in

the form of a question. Sometimes people ask questions when they 6__ want

to express themselves and are not open to hearing an answer.

Know when to quit using active listening. Once you accurately understand the

sender‘s message, it may be appropriate to respond with your own message.

Don‘t use active listening to hide and avoid 7__ your own position.

If you are confused and know you do not understand, either tell the person

you don‘t understand and ask him/her to say it another way, or use your best

guess. If you are 8__, the person will realize it and will likely attempt to

correct your misunderstanding.

Active listening is a very effective first response when the other person is

angry, hurt or expressing difficult feelings toward you, especially in

relationships that are important to you.

Use eye contact and listening body language. Avoid looking at your watch or

at other people or activities around the room. Face and lean toward the

speaker and nod your head, as it is appropriate. Be 9__ about crossing your

arms and appearing closed or critical.

Be empathic and 10__. You can be accepting and respectful of the person and

their feelings and beliefs without invalidating or giving up your own position,

or without agreeing with the accuracy and validity of their view.

PHRASE, VERB

ACTION

EXPECT

MEAN

REAL

REVEAL

CORRECT

CARE

JUDGE

http://www.drnadig.com/listening.htm#top

5. Language focus COMMUNICATING EFFECTS

When you communicate within the organization you usually communicate information (reports, memos,

proposals, procedures etc.).

When you communicate outside the organization, mostly by letter writing, you communicate not only

information, but also certain effects (i.e. goodwill effect, persuasion etc.)

Effects Techniques used to achieve that effect

goodwill effect

(favourable effect)

Use a conversational language (warm and natural).

Use ―you-viewpoint‖: it emphasizes the reader‘s interests.

Be sincere in being courteous.

Avoid a cold, unnatural style.

Be careful not to manipulate!

Avoid exaggeration.

emphasis determines effect Place the word/phrase you want to emphasize in the

beginning/end of the sentence.

Give the topic you want to emphasize more space.

Use short sentences that emphasize the content.

Use mechanical devices (colour, diagrams).

Accuracy effect clear, logic presentation

http://www.drnadig.com/listening.htm#top


clarity and planned effect clear, logic presentation

Pay attention to text coherence.

persuasion effect Use adequate vocabulary!

moderation effect (for bad

news)

Give special care to the words/ phrases you use!

(adapted from Lesikar, Petit, Flatley 1993: 73)

Read the table about sending a message according to certain goals and objectives (Harold D. Lassiter‘s

diagram)

Question Elements to care about Objectives

Who? The communication antecedents Knowing the author of the message

What? The code and the characteristics of

communication

To describe the trends of the

message; comparing the content to a

certain standard

Why? Communication process To know the aims of the sender

To whom? The receiver The message and the audience

How? The receiver Describe the communication

patterns; persuasion techniques

With what effects? Getting information about the results

of communication

To assess feedback, to analyze the

information flow (Lasswell 1973)

5. 1. You are supposed to deliver a speech in front of a „reluctant‟ audience. Re - write the following

messages trying to render an effect of accuracy, clarity, sometimes persuasion or good will. Discuss the

changes you have made in the text to achieve your goal.

a. The pupil will organize his work so that he or she can pass all classes.

b. PR employees will increase communication skills. They will also increase written language skills

to 3rd grade level.

c. Our sales agents will pass all training classes.

6. Speaking Make a list of various activities that may help you improve your listening skills. Present it to

your colleagues.

Evaluate yourself as a listener; then do the same with your best friend. Do the problems you

have (as a listener) affect your behaviour at school/ at work/ in your group of friends?

7. Writing In not more than 200 words make the profile of the ideal audience; consider a particular occasion

(conference, presentation, trade fair, negotiation, etc.).

VII. PRESENTATIONS

BASIC NOTIONS

Definition: A presentation is a prepared talk given by a speaker (the transmitter) to one or more

listeners (the receivers)

1.

Components of a presentation Constitutives

Pre-preparation Consider:

objectives, audience, time, location

Planning Consider:

goal, expectations, main points, best order, your

relationship with the audience, their reaction

Preparing collect materials

select relevant points

group common points

arrange ideas in the most meaningful sequence

consider ways of linking pieces of information

most effectively

Delivering Consider the structure of your presentation

2.

The structure of a

presentation Elements Action

introduction Greeting

Introduce yourself (if necessary)

Introduce your talk (subject of your speech)

Gain attention

Opening possibilities:

human interest, humour,

quotations, questions,

etc.

body Present main point divided into: point 1, point 2,

etc.

Emphasize transition between parts

Invite questions (if necessary)

Be logical, coherent,

clear

conclusion Restate the subject

Summarize main points

Draw a conclusion

Call for action

C o m m u n i c a t i o n a n d R e c r u i t m e n t

3.

Elements of an effective

presentation

Targets

organization of information structure transparency

content organization

information level

delivery of information 1. image (formal/informal; relaxed/ high powered, etc.)

2. audience features

3. non-linguistic techniques

4. linguistic techniques (sentences, voice, silence, humour,

questions)

5. technical support (slides, diagrams, transparencies,

handouts, etc.)

use of language Vocabulary

grammar

pronunciation

fluency

logic

care for the audience never forget the audience

Let them ask questions or make comments (feedback)

4. Presentation making

Presentation techniques Presentation strategies

Extemporaneous: thorough

preparation, uses notes, rehearsed

1. Determination of the presentation method

2. Consideration of personal aspects (confidence,

sincerity, thoroughness, friendliness)

3. Audience analysis (audience characteristics: size, age,

education, knowledge, audience reactions: facial

expressions, movements, noises)

4. Be careful with your appearance and physical actions

(communication environment, personal appearance,

posture, manner of walking, facial expressions, gestures)

5. Use of voice (avoid: lack of variation in pitch, lack of

variation in speed, lack of vocal emphasis, unpleasant

voice)

6. Use of visuals (select visuals carefully, use the type of

visual that communicates the information best, make the

visuals points of interest in your presentation)

Memorizing

Reading

(all tables adapted from Bovée, Thill 1992 and Lesikar, Petit, Flatley 1993)

Types of presentations:

1. Classic (one person presentation)

2. Team (collaborative) presentations

3. The oral report (an oral presentation of a factual information)

Tips for effective speaking:

organize your speech logically

target your speech to a clear conclusion

adapt your language to the audience

pronounce clearly


speak correctly

maintain a vivid attitude

use body language to best advantage

be relaxed and natural

keep eye-contact

be calm

support your presentation with visuals

keep your temper

1. Discussion What kind of presentations have you delivered during your school years?

Analyze yourselves as effective speakers. Have your personal characteristics influenced your

presentations?

2. Reading Read about Audience Interaction. The topic sentence in each paragraph has been removed. Choose from

the list (A-M) the best sentence to fill each of the blanks (1-11). There is one extra sentence, which does

not belong in any gap. There is an example at the beginning (0 E).

A The keywords when dealing with disruption are to be polite but firm, never lose your temper or

your cool.

B It was recommended earlier that you planned your presentation to have a question and answer

session at the end.

C The use of humor in presentations is a difficult area.

D A good presentation can be ruined by a poor question and answer session.

E Recognizing both positive and negative signals from audience interaction during presentation

should not change your planned presentation fundamentally.

F If someone denounces something that you have said, avoid getting into an argument with them.

G Another thing that can prove invaluable is to know how to recover when a joke has failed.

H When answering questions do so by speaking clearly and confidently, otherwise you will appear

unsure of what you are saying.

I You may be facing an unresponsive group, one that just sits inert and will not show any interest in

taking part - even during the planned question and answer session.

J You may face questions that are unanswerable.

K However by pausing, taking a drink of water and regaining eye contact with supportive members

of the audience the presenter has managed to compose herself once more.

L Consider an example where the presenter has started well, and delivered a clear and concise

introduction.

M Humour should be carefully used in a presentation.

Audience interaction

Focusing Your Message for Maximum Impact /0 E/ Your message and the material with which you are communicating it should have been

carefully prepared and radical changes will almost certainly not be practical. The real point of reading

signals from your audience is that it can help you to judge who you have on-side, who is opposing your

point of view and who has yet to decide. This should help you to focus your message where it can have

maximum impact, talking round those that can be swayed, whilst keeping your supporters with you and

trying not to alienate the opposition. One or more members of your audience may attempt to disrupt

your presentation, usually because they strongly disagree with your message. Learn to recognize how

this disruption may manifest itself and you will be better equipped to cope with it.


Use Humor Carefully

/1__/ On the whole humor is seen as a positive thing - but its all down to the way it‘s delivered.

There is an increasing trend towards actually opening presentations with a joke - and if you carry it off it

can be an excellent way of creating a rapport with the audience. However, a badly executed joke, or

simply the wrong joke can create erect an insurmountable hurdle - right at the start. You must be

confident that any jokes you include do not offend or embarrass any members of your audience - as this

will represent negative audience interaction during presentation. Timing is a critical aspect of using

humor effectively. Good comedians work with timing, and practice setting up the punch line. The use of

pacing, time and pauses are all important when telling jokes.

/2__/ Often this can be done just by pointing out the flatness of the failed joke - but once again

this is a skill that takes a lot of self-confidence and practice. If you are tempted to use humor because the

content of your presentation seems a little dull, then you may be safer using an analogy. Done with care,

this can liven up a presentation and help the audience to remember your key points. For example, if you

were a sales manager trying to explain to your sales force the attributes of your competitors you might

draw parallels with popular family pets - from a loyal dependable unimaginative Labrador to a small

tenacious hyperactive terrier to a large aggressive and dominant Rottweiller. In summary, if you are

using humor make sure it is a medium that you are familiar with, check the appropriateness of the

content, rehearse it well and have a contingency plan in case it falls flat.

Never get into an Argument

/3__/ If you enter into a shouting match with a heckler then they win and you lose. It is vital you

don‘t let disruptive members of the audience derail your presentation - you are working to a tight

schedule so don‘t get involved in protracted discussions. Try to approach the point of contention from

any common ground that you share, but if this fails to work then politely request that the point is

discussed later at the pre-planned question and answer session.

/4__/ If your point was based on fact then make this clear and present the evidence. However, if

it was based on your personal opinion then don‘t attempt to pass this off as factual - it is your

presentation and therefore your opinion should be worth expressing. Always remember that what is

underlying the point of contention may be a genuine concern and that if you try to brush it aside it is

likely to be taken up by other members of the audience, who may then swing against you. Attention

seekers may make silly or sarcastic comments simply to get themselves noticed, whilst other members

of your audience may respond unwittingly to a rhetorical question that you pose - simply because they

weren‘t paying full attention. Try to analyze these sort of events as they occur and respond, perhaps with

humor or support but don‘t try to put people down - as this nearly always reflects badly on the presenter.

Losing Your Presentation

/5__/ This will enable you to deliver your message and then end strongly with a clear and

concise summing up before entering the relatively unpredictable area of tackling questions from the

floor. Unless you are using visual-aids make sure that they are switched off to avoid them causing a

distraction during your conclusion. Step forward so that you are confidently asserting yourself as the

center of attention and then deliver the summing up with confidence and authority. It may be a good

idea to announce that the end is near - as this can refocus the attention of any members of the audience

who are beginning to suffer from listening fatigue. For example you could say ‗Now to sum up briefly

before I answer your questions‘. Your conclusion, or summing up, should be strong and clear but not

protracted. Ideally it will represent about 10 per-cent of the overall presentation. The last impression you

make with the audience will be the lasting one and the last words that you say may be the best

remembered - so always plan to finish strongly. Aim to reiterate the main points from your presentation.

Use a combination of pauses, intonation and other verbal techniques - such as alliteration, in order to

create a memorable statement.

The Question & Answer Session


It was recommended earlier that you provide your audience with a protocol in the introductory

phase of your presentation; to include such elements as the timing of the question and answer phase.

This is often best dealt with at the end of the presentation, just before your final summing up.

/6__/ Conversely a mediocre one can be saved by a confident final session. The key to being

confident in dealing with questions is preparation. When you have finished drafting your presentation

read through it carefully and note any questions that it is likely to raise, and prepare answers to these in

advance. This is the time to focus on any areas in which your message is short of facts or vulnerable to

being challenged - in this way it is usually possible to anticipate most questions that are likely to arise.

This analysis will also help you to prepare one or more lengthy answers in advance for questions that

you are sure will be raised.

/7__/ You may think that the obvious conclusion to draw is that they have no interest in what

you are saying. However it is equally likely that you are just facing an unresponsive group, this may be

due to the character types within it or the intra-group politics. If your presentation has a chair then the

chairperson should intervene and ask some initial questions in an attempt to involve your audience.

/8__/ Do not let nerves draw you into responding hastily, always think about your answer before

you speak and if necessary refer back to your notes in order to answer a question. If the question

requires clarification then ask the questioner to do this, rather than risk answering a question that wasn‘t

asked. When answering, address the entire audience and not just to the questioner, and avoid getting into

a protracted debate on any point that is raised - you may offer to see a questioner after the presentation

to continue a point that is of specific personal interest to them.

/9__/ These may be posed by people who are hostile to your message or by those just wishing to

make a point. If you feel unable to answer a question you may find it useful to have a standard reply

ready in order to reduce its impact on your presentation. Here are some examples that you may find

useful:

―I'd rather not answer that here and now, but if you see me after the session I will take your details and

get back to you as soon as I‘ve checked some facts‖.

―Let me think about that for a minute, can we come back to it later? Next question please‖.

―I don‘t think that the information necessarily supports either view definitively. However my personal

opinion is that…‖.

Regaining Control During a Presentation

/10__/ However early into the main body of the presentation she became confused about where

she was in relation to her cue cards, nerves set in and subsequently she lost the attention of the audience.

At this stage the presentation could have degenerated into chaos, which is what would happen if control

was not regained.

/11__/ She followed this by telling a joke at her own expense, and then firmly re-established her

position in the presentation by summing up the main points made so far. Following this her confidence

returned and the presentation proceeded well, with the help of smooth running audio-visual aids and

some well researched but spontaneously delivered examples. The presentation ended with a clear and

memorable conclusion and the question and answer session was also well managed. The overriding

impression was of a professional and successful presentation. This example illustrates a key point - that

if the presenter can remain calm and composed and deal with situations as they arise then they should be

able to stay in control, hold the interest of the audience and make a successful presentation. (http://www.getahead-direct.com/gwpr14-audience-interaction-during-presentation.htm)

3. Comprehension Explain and find synonyms for the words written in italics in the text above.

4. Vocabulary Here are some phrases you can use during a presentation. Practice them in short presentations in your

work group.


INTRODUCTION

Good morning/afternoon/evening ladies and gentlemen/ colleagues. My name is… and I am…

I would like to say a few words to you about…/ I would like to talk to you about…/ I would like to

explain to you the operation of….

I will take about 20 minute of your time.

I aim to talk to you for about… minutes.

This will take about…

I have divided my talk into three main parts.

The subject may be looked at under four main headings.

During my talk I‘ll be looking at two main areas.

If you have any questions, please feel free to interrupt.

I‘ll be glad to try to answer your questions at the end of my talk.

To start with, I‘d like to consider…

LINKING SENTENCES:

First of all, I‘d like to look at…

Those are the main points on…

That‘s all I have to say about…

Now we have looked at/ dealt with…

Now let‘s turn to…/ move on to…

I‘d like now to consider/examine…

Next we come to…

Turning now to…

Let‘s move on now to…

The next point I‘d like to make is…

As I said at the beginning

I told you a few moments ago that…

In the first part of my talk I said…

As I have already said…

As I mentioned earlier…

I‘ll come to that later.

I‘ll return to this point in a few minutes.

I‘ll talk about this in the next part of my presentation.

I‘ll comment on this in my conclusion.

CONCLUSIONS

So now, I‘d just like to summarize the main points.

In brief, we have looked at…

That‘s all I have to say for now.

I think that covers most of the points.

That concludes my talk.

Thank you for your attention.

GETTING FEEDBACK

And now, if you have any questions, I‘ll be glad to answer them.

Does anyone have any questions?

Any questions?

5. Language focus ASKING FOR AND GIVING OPINIONS

Study the following tables and try to improve their content with some other expressions:


Giving opinions

Degree of intensity Expressions

Strongly I‘m convinced/ sure/ positive that…

I strongly believe that…

I have absolutely no doubt that…

I definitely/ certainly think that…

I really do think that…

I really feel that…

Neutrally In my opinion…

As far as I am concerned…

According to…

Weakly

I think/ consider/ feel that…

I believe that…

As I see it, …

To my mind…

From my point of view…

I‘m inclined to think that…

I tend to think that…

Asking for opinions

Intensity of manner Expressions

Strongly Do you really think that…?

Do you really believe that…?

Are you absolutely sure/ convinced/ positive that…?

Don‘t you think that…?

Neutrally Do you think…?

Tactfully

Do you believe that…?

Do you consider that…?

Am I right in thinking that…?

Would I be right in thinking that…? (see Brieger, Sweeney 1994: 186)

6. Speaking Present some advantages and disadvantages of getting feedback during a presentation.

Discuss some good and bad techniques of using visuals.

Make a presentation to a hypothetical group of investors that may help you begin a new

business.

7. Writing Prepare outlines for the following speaking situations:

a five-minute talk to 15 workers that must improve the quality of their work.

A 10-minute informative presentation to a group of high school pupils interested in attending the

Faculty of Economics

A 20-minute sales presentation to a 5-member group of top executives interested in ordering

some of your products.


INTERCULTURAL ASPECTS

1. Discussion How do cultural differences affect a presentation making?

2. Reading Read the text about how to deliver an effective presentation. The topic sentence has been removed from

some paragraphs. Choose the suitable topic sentence for each paragraph.

A As you can see, communication is a complex two-way process.

B The most important thing to remember is that the message that you intend to communicate is

likely to be misunderstood.

C Creating and delivering an effective presentation require a basic understanding of the

communication process.

The Communication Process. Delivering effective presentations

/1/ Most business presentations require the clear and unambiguous communication of a message

in a way that can be clearly understood by the recipient. It is human nature to assume that when we

communicate we are doing so effectively; and that if anything goes wrong consequently then the

responsibility for that must rest with the recipient. This screen highlights six steps that constitute a

typical two-way communication, and when the opportunities for miss-communication are considered

you may view it as surprising how often communication works without a problem.

A presenter speaks to an audience. Therefore we have:

1. What the presenter thinks they say;

2. What they actually say;

3. What the audience thinks they say.

None of these are necessarily the same and three chances already exist for a breakdown in

communication.

As a result of what a recipient hears, they may make a reply, giving:

1. What they think they say;

2. What they actually say;

3. What the presenter thinks they say.

Six Steps in Effective Communications Let‘s examine each of the six steps in slightly more detail - with a view to providing some guidelines

that should help to promote more effective two-way communication.

1. Ensure that your audience are tuned in and paying full attention to what you are about to say. Once

you have the attention of the audience the communication of the message can begin.

2. Each recipient listens to the message.

3. Each recipient will have some feeling about the message and will interpret its meaning. This is often

done in the light of individual attitudes and prejudices or alternatively with reference to previous

experience or associations. Your problem is that the audience may not feel and interpret in the way that

you intended. The result may range from a simple failure for the message to hit home, through to a

serious misunderstanding.

4. Each recipient may respond to the original message.

5. You have now become the receiver, and should listen carefully to the message.


6. You will feel and interpret something about this message. This may range from satisfaction that the

communication is proceeding as you intended, to bewilderment at how your original message was miss-

interpreted.

/2/ This is why it so often breaks down and is ineffective. With the complexity apparent even in a simple

communication, it should be apparent that there is a need for clarity and simplicity - to minimize the

chance of misunderstandings. Communication is a skill and like any skill it requires practice. It is

improvement through practice that differentiates a skill from other forms of knowledge. Understanding

the theory of communication and effective presentation will not in itself make you a brilliant

communicator or presenter but should make you aware of how to maximize the impact of your

presentations.

/3/ Therefore in addition to carefully preparing and presenting your message, stay alert for any signs that

your audience is misinterpreting it. It is up to you, the presenter, to continually check that your message

has been received, understood, correctly interpreted and filed in the receivers mind. (http://www.getahead-direct.com/gwpr01-presentation-skills-training.htm)

3. Comprehension Explain how a breakdown in communication can occur.

How can a message be distorted?

4. Vocabulary Read about the Seven Steps to Better Presentations, by Jeffrey Veen. For each blank (1-10), decide

which of the options A, B, C, or D is best. Only one answer is correct and there is always one correct

answer.

Seven Steps to Better Presentations

I've noticed a lot of talk about Powerpoint lately. About how it's so terrible and how it 1__

awful presentations. But the problem isn't Powerpoint, of course. The problem is bad content delivered

poorly. I speak for a living, and hear lots and lots of presentations at the conferences I attend. Here are

some notes I wrote up for someone who is 2__ to give his first ever public presentation.

Tell stories. Seriously. People could care less about the five ways some XML vocabulary will

enable enterprise whatever. Rather, put a screenshot of your project up, tell people what you learned 3__

doing it, then give them a slide that reiterates those ideas in easy to digest bullets. That's do not go from

bullet-point slide to bullet-point slide trying to tell people what to think.

Show pictures. Got a good metaphor? Use it. "The Web is like a school of fish." But go to

images.google.com and type in "sardines" or "school of fish" or 4__. Make it a slide. Then say the Web

is like that. Much more powerful and memorable.

Don't apologize. Ever. If something is out of order, or if something occurs 5__ you as a mistake

during the presentation, keep it to yourself. They'll never know. Besides, nobody cares about the

presentation itself. This is really hard, because you know the whole backstory, and you'll be tempted to

explain why something isn't quite perfect. Skip it. Also, you don't need to apologize about the color on

the projector, or the fact that your mic just popped off your lapel, or that a staff person spilled a pitcher

of water. Commiserating is fine, however. "If it 6__ another 5 degrees colder in here, I'll be able to see

my breath!"

Start strong. I can't believe how many presenters forget this. Do not get up there and say, "Um,

well, I guess we should probably get started." Instead, say, "Hi, I'm Jeff. It's really great to be here, and

thank you so much for coming to my session. Today, we're going to talk about...." Make sure those are

the absolute first words you say out 7__. No need for a joke or an opening or any of that. Just start

strong and confident.

End strong too. "...so that's why I like social software. I appreciate your attention today. Thank

you." Then stand there and wait. Everyone will clap, because you just told them you were done. When

they've finished, ask them if they have any questions. If nobody asks anything, 8__ the uncomfortable

http://www.edwardtufte.com/tufte/powerpoint


silence with "Well, I guess I told you everything you need to know then. [heh heh] I'll be around after if

you think of anything. Thanks again!" and start packing up your stuff.

Stand. Away from the podium. Out from behind the presenter table. Keep your hands 9__ of

your pockets. Take off your conference badge (the lights will catch it and be distracting). I pace a little

bit around the stage, timed with my points, saying one thing from over here, and another from over

there. But don't move too much.

Pause. When you say something important, leave a gap 10__ it. Let it hang there for a few

seconds. Try it when talking to your friends. "You know what I think? (pause...two...three...four...) I

think X is bankrupting this corporation for the next ten years. (pause...two...three...four...) Here's why..." (http://www.veen.com/jeff/archives/000483.html)

1 A creates B enables C produces D imagines

2 A on B ever C aloud D about

3 A while B in C from D about

4 A whoever B whatever C what D alike

5 A with B about C to D by

6 A gets B makes C becomes D rises

7 A louder B loud C in loud D loudly

8 A disrupt B interrupt C stop D break

9 A out B of C off D outside

10 A following B ending C after D besides

Language focus

AGREEING AND DISAGREEING

Distinguish between: agreeing with someone // agreeing to something.

Study the table and use the phrases in a conversation with the topic Facing cultural diversity in

negotiations.

Type Agreeing with someone Agreeing to something

Agreement I totally agree with you

I fully/ completely agree

I‘m in total agreement with you there

I totally accept that

I fully/ completely agree

I‘m in favour of that

Partial agreement Up to a point/ To a certain extent I‘d

agree with you, but…

You may have something there but…

You could/ may be right, but…

Up to a point/ to a certain extent

I‘d accept that, but…

That may be so, but…

That may/ might be right, but…

Disagreement (I‘m afraid) I can‘t agree with you

I don‘t agree

(I‘m afraid) I can‘t accept that

I don‘t accept that (see Brieger, Sweeney 1994: 188)

NOTE

Make the difference: to agree with (someone/something)// to agree to (something) // to agree to do

something // to accept something

6. Speaking Work in groups. One member of the group will make a short presentation of a product he/she has

bought lately. The other members of the group will make comments about the accuracy of the

presentation they have just listened to.

7. Writing Draft the plan of a presentation you have to make in front of a group of investors willing to finance a

student project about the environment protection.

VIII. COMMUNICATION AND RECRUITMENT

BASIC ELEMENTS

Read about the essential use of communication in recruitment activity. Consider the steps you have to

take, the activities you should perform and the skills you may be required in applying for a job. Do you

have suggestions of your own to improve the table below?

Essential use of communication in recruitment activity

steps activities skills required

the job search - analyze your work skills and

qualifications

- list your best prospects for

employment (build a network of

contacts)

- develop a strategy for selling

yourself

- analytical and synthetic judgment

- assessment ability

- creative thinking

……………………………………

……………………………………

the interview - apply for an interview

- attend the interview

1. Skills for the position you apply for:

- functional skills (leadership, speaking

ability, …………………

- education and experience

- personal characteristics (i.e. outgoing,

articulate, great with people, aggressive,

…)

2. Skills for the interview and the written

documents you have to produce

- speaking and writing skills

- use correct business vocabulary

- use correct grammar

- ……………………………….

the job

application

- write your CV (resume)

- write the application letter (cover

letter)

1. Discussion 1. 1. Consider the following questions:

What would you enjoy doing every day?

What type of corporate culture best suits you?

What type of organization do you want to work for?

1. 2. What speaking skills should you have in order to perform well during a job interview?

1. 3. Discuss the importance of each of the stages you have to pass through in order to get a job (job-

inquiry letter, application letter, CV, interview).

2. Reading Read about the importance of words at the place of work. Give each paragraph (1-8) the appropriate

title from the list below (A – H).

A - Credibility Assessment; B - Opportunities to Earn Your Credibility; C - Credible communicator; D -

Say ‗No‘ when Necessary; E - Your Word Represents You; F - Tell the Truth; G - Communication

truthfulness; H - Importance of Words You Say


1. You have to be credible when you apply for a job. Credibility in the workplace means that people

believe what you say because your reputation is based on a track record of telling the truth. Your

estimates have always been accurate, your forecasts realistic and your word solid.

2. From the moment you submit a résumé and then interview for a job, the credibility counter is

activated. Your CV's assertions should be accurate, your chronology factual and your affiliations,

degrees and awards correct. Whether or not you are "found out" during the interview process, you can

lose your job and damage your career immeasurably when you lie, misstate or misrepresent your

accomplishments. You're also susceptible to blackmail when you lie and are then threatened with

exposure.

3. People listen to what you say and how you say it. In every job situation you have the opportunity to

become known as a person of his or her word. Conversely, you can become known for shading the truth,

for telling people what they want to hear, or parsing words as a defendant might do under cross

examination in a court of law. Whether you cry racism, sexism, ageism or favoritism, it's important that

there be credence to your claims. You do everyone a disservice if you falsely accuse or ascribe such

motives to actions that otherwise occur.

4. Be cautious of assertions made about others. Whether or not you're a manager, your words carry a

weight to them that affects others. Gossiping about others or spreading falsehoods or even half-truths

can flag you as dangerous, untrustworthy and ultimately unpromotable. One of the keys to success in the

workplace is engendering trust from your co-workers. If you are gossiping or betraying confidences you

destroy your own credibility as an honorable co-worker, a safe confidante, and an ally.

5. Workplaces provide ample opportunities for you to earn credibility. Every time you make a deadline,

do what you say you'll do or are there in a time of need for others, the department of the company at

large, your credibility rises. Whenever you defend the honor of co-workers who aren't present, refuse to

engage in gossip, or caution others to give co-workers the benefit of the doubt, you are showing wisdom

and professionalism, which raises your credibility in the workplace. Similarly, when you "say the right

thing" or "do the right thing" in ethical situations your credibility is enhanced.

6. Often employees fall down when it comes to admitting mistakes. The credible communicator can

admit errors or mistakes in a forthright and direct manner. Everyone makes mistakes, yet the credible

communicator can address them and go about rectifying them, restoring confidence in him or herself.

Those lacking in credibility might try to cover up, ignore or minimize their folly, often compounding the

error of their ways. Ultimately, it's less important that you made a mistake, than that you fixed it and can

assure others it won't happen again.

7. The credible communicator doesn't just tell people what they want to hear. Life would be easy if we

could say "yes" to every request we received. Yet realistically, agreeing to something you ultimately

can't deliver on is detrimental to your reputation. Say "no" when this is the right answer, even though it

may not be the popular one. Over the long term, you will be respected for the accuracy of your

assessments, decisions and determinations, even if the news isn't music to the ears of all who listen.

Sometimes the truth isn't popular or pretty, but a person who is a "straight shooter" is respected by all.

8. Strive to boost your credibility rating at work and in your professional relationships. You'll know

you're succeeding when you hear others tell you they know they can count on you, have confidence in

your projections and feel secure in their knowledge you're on the team. (adapted from Craig Harrison. http://www.hodu.com/business-communication.5.shtml)

3. Comprehension Explain the meaning of the following words in the context above:

Track record (par. 1); exposure (par. 2); parse (par. 3); engender (par. 4); forthright (par. 6)


4. Vocabulary Use the word given in capitals at the end of each gapped line (1-10) to derive a word that fits in the

space.

Job fairs, like interviews, are face-to-face meetings between 1__ and

employers. They are one of the easiest places to find good job leads.

Every employer 2__ is there to hire one or more workers. At a fair,

jobseekers gather 3__ about a company to help them decide if they want

to apply for a job. 4__ staff booths and answer questions, distribute

brochures, accept resumes, and size up jobseekers. Making a good 5__ at

a job fair may give your resume or 6__ added weight. The 7__ tips can

help you make the most of any fair. But you have to find the fair. Career

centers, associations, State and local 8__, and private companies organize

job fairs. Find the fairs in your area by looking 9__ they might be

announced. Ask a career counselor, review the business bulletin board at

your school or local library, check the employment section of the

newspaper, and search online via an Internet job fair 10__. You know

that before attending a fair, you should prepare a resume. Bring several

copies to the fair. Leave at least one with every company that seems

promising.

SEEK

ATTEND

INFORM

RECRUIT

IMPRESS

APPLY; FOLLOW

GOVERN

WHERE

LOCATE

(http://www.pueblo.gsa.gov/cic_text/employ/employ-interview/emp.txt)

5. Language focus CONJUNCTIONS

Simple: and, or, if, when, that, since, why, but etc.

Compound: although, otherwise, however, therefore, notwithstanding, besides etc.

Complex:

as if, as though, as soon as, as long as, so that, even if, as well as

on condition that, in case that, provided that, in order that, no matter how

Correlative conjunctions: either…or, neither…nor, both…and, not only…but also, no sooner…than,

not…but, not so…as, as…as, whether…or, though…yet

SUBORDINATE CLAUSES

The subordinate clause cannot stand by itself as a sentence; it depends on a main clause.

Main types of subordinate clauses

Type Introduced by: Observations

Relative/

adjective

clauses

(modify a

noun or a

pronoun)

1. defining relative clauses

are essential to the meaning

of the sentence by providing

necessary information.

2. non-defining relative

clause provides extra

information and is not

essential to the meaning of

the main clause.

Relative pronouns:

Who/whom/whose

Which/of which (whose)

That

Relative adverbs: when,

where, why

ANY TENSE can be

used in a relative

clause.


Adverbial

clauses

(take the

place of an

adverb)

Cause or reason as, since, because, for, the

reason for, the reason why,

on the grounds that, seeing

that, in view of, owing to,

now that, because of, due to

the fact that, etc.

Purpose in order that, so that, in order

(not) to, so as (not) to, with

the aim of, with a view to,

for, for fear/lest, for fear of,

in case, avoid, prevent

Clauses of purpose

follow the rule of the

sequence of tenses

Result/ effect that, with the result that,

(and) as a result/

consequence, consequently,

so, therefore, etc.

―that‖ is preceded in

the main sentence by

the following

correlatives: such a

(n)…/ so…

Time as soon as, as long as, just

as, after, since, once, before,

by the time, when, while,

till/until, the moment (that),

whenever, every time, etc.

The time clause

requires a present

instead of a future.

Place where, wherever

Manner

(the adverbial clause of

comparison)

(exactly) as, (just) as

As, than, as if, as though

Concession/ Contrast although/though/even

though, in spite of (the fact)/

despite, while, whereas, on

the other hand, yet, but,

however, nevertheless,

whatever, no matter what,

however, no matter how

Structures that require

a clause of concession:

Adjective/adverb + as

+ subject + verb

Adjective/adverb +

though + subject +

verb

Condition

(if clauses)

if, unless (if…not),

providing, provided (that), as

long as, on condition (that),

in case, suppose, supposing

that, but for + gerund/ noun,

otherwise, or else, what if,

even if, only if

Read the following paragraphs and identify the type of subordinate clauses they contain and the words

they are introduced by.

It has been seen that people desire goods and services because they derive utility from them, that

the utility derived from consumption will vary as between different commodities and different people,

and that in general the additional utility derived from any commodity by any one person diminishes as

his rate of consumption rises. (Nevin 1971: 49)

Labour must be regarded as a very special agent in production, since (unlike land and capital) it

is inseparable from the personality of its supplier. (Nevin 1971: 71)


The concentration on the productive activities of human beings, which is called labour, should

not be taken to imply a belief that this is the only aspect of human economic activity with which the

economist need be concerned. (Nevin 1971: 71)

It may be asked why the banks should lend money to discount houses, rather than discount the

bills themselves and so enjoy the profits otherwise made by the discount houses. (Nevin 1971: 317)

6. Speaking Identify particular business situations in which a certain type of subordinate is mostly used to create a

well-aimed effect. Bring arguments in favour of your opinion.

7. Writing Write an article for a newspaper in which you complain that you have suffered discrimination at the job

interview you attended. Describe the situation in detail and stress the communication situations that put

you into a bad light.

IX. WRITING EMPLOYMENT DOCUMENTS

THE APPLICATION LETTER

1. Discussion How do you think companies find new employees?

How do job seekers find work?

2. Reading 2. 1. Cover letters (letters of application). Read the following text and find for each paragraph a suitable

title.

Cover Letters: How to Sell Yourself

1. Your application letter is one of your most important job-search documents. An effective letter can

get you a phone call for an interview, but a poorly written application letter usually spells continued

unemployment. The difference can be a matter of how you handle a few key points. The following are

some tips to help you develop effective application letters.

2. Give your readers some insight into you as an individual. Sometimes the writer chooses to describe

particular experiences and skills that could not be generalized to most other recent graduates. Draft your

letter to show how your individual qualities can contribute to the organization. This is your letter, so

avoid simply copying the form and style of other letters you've seen. Instead, strive to make your letter

represent your individuality and your capabilities.

3. Preferably, the person you write to should be the individual doing the hiring for the position you're

seeking. Look for this person's name in company publications. If the name is unavailable in these places,

phone the organization and ask for the person's name or at least the name of the personnel manager.

4. Your introduction should get your reader's attention, stimulate interest, and be appropriate to the job

you are seeking. For example, you may want to begin with a reference to an advertisement that

prompted your application. Such a reference makes your reason for contacting the company clear and

indicates to them that their advertising has been effective. Or you may want to open by referring to the

company's product, which you want to promote. Such a reference shows your knowledge of the

company. Whatever opening strategy you use, try to begin where your reader is and lead quickly to your

purpose in writing.

5. Make your goal clear. If you're answering an advertisement, name the position stated in the ad and

identify the source, for example: "your advertisement for a graphic artist, which appeared in the Chicago

Sun Times, May 15, 2006, ...". If you're prospecting for a job, try to identify the job title used by the

organization. If a specific position title isn't available or if you wish to apply for a line of work that may

come under several titles, you may decide to adapt the professional objective stated in your resume.

Additionally, in your first paragraph you should provide a preview of the rest of your letter. This tells

your reader what to look for and lets him or her know immediately how your qualifications fit the

requirements of the job. Also refer in the last sentence of the first paragraph to specific work experience

that can be detailed in the following paragraph.

6. Organize the middle paragraphs in terms of the qualifications that best suit you for the job and the

organization. That is, if your on-the-job experience is your strongest qualification, discuss it in detail and

show how you can apply it to the needs of the company. Or if you were president of the Marketing Club


and you are applying for a position in marketing or sales, elaborate on the valuable experience you

gained and how you can put it to work for them. If special projects you've done apply directly to the job

you are seeking, explain them in detail. Be specific. Use numbers, names of equipment you've used, or

features of the project that may apply to the job you want. One strong qualification, described so that the

reader can picture you actively involved on the job, can be enough. You can then refer your reader to

your resume for a summary of your other qualifications. If you have two or three areas that you think are

strong, you can develop additional paragraphs. Make your letter strong enough to convince readers that

your distinctive background qualifies you for the job but not so long that length will turn readers off.

Some employers recommend a maximum of four paragraphs.

7. Refer to your resume. Be sure to refer to your enclosed resume at the most appropriate point in your

letter, for example, in the discussion of your qualifications or in the closing paragraph.

Conclude with a clear, courteous request to set up an interview, and suggest a procedure for doing so.

The date and place for the interview should be convenient for the interviewer. However, you're welcome

to suggest a range of dates and places convenient to you, especially if you travel at your own expense or

have a restricted schedule. Be specific about how your reader should contact you. If you ask for a phone

call, give your phone number and the days and times of the week when you can be reached.

Be professional. Make sure your letter is professional in format, organization, style, grammar, and

mechanics. Maintain a courteous tone throughout the letter and eliminate all errors. Remember that

readers often "deselect" applicants because of the appearance of the letter.

Seek advice. It's always good idea to prepare at least one draft to show to a critical reader for comments

and suggestions before revising and sending the letter. (http://www.io.com/~hcexres/tcm1603/acchtml/applex2.html)

Now check if the titles you found resemble the real titles of the paragraphs (a-g) and match the

paragraphs (1-7) with their headings.

a. Highlighting Your Qualifications; b. Individualizing Your Letter; c. Other Tips; d. Addressing a

Specific Person; e. The Importance of Covering Letters; f. Catching Your Reader's Attention; g. First

Paragraph Tips

2. 2. Job Advertisements. Read the following job advertisements. Extract from each the job requirements

and the skills they are looking for and decide which best fits your career objectives and qualifications.

1.

We are currently looking for 4 engineers who have experience in C++ and DSP for integration with our

clients systems/chips. As it is a client facing role you must have a good personality & also your

minimum academic qualification must be a Bsc (min of 2-1 but ideally a 1st); preferably a Msc. We will

also consider junior applicants with a similar academic quals who have had work placements or projects

involving C++ & DSP.1st preference will be given to applicants with 2+yrs commercial exp. (http://www.ukworksearch.com/IT/England/Job/18860/)

2.

Artists wanted for games industry. Experienced and trainee positions available. Knowledge of 3D Studio

MAX, Maya and photoshop all an advantage. Please supply sample of work with CV. (http://www.ukworksearch.com/IT/England/Job/27076/)

3.

One of the UK's largest and award winning direct communications companies is seeking customer

service agents to join this fast moving, highly responsive team. You will be replying to customer queries

efficiently and effectively in writing either by e-mail, fax or letter using personal judgment and initiative

to investigate customer requests and ensure timely fulfillment of orders. You will maintain accurate task

analysis records and ensure the database is correctly updated for all communications and transactions.

The successful applicant will be educated to GCSE level or equivalent and have excellent keyboard

http://www.io.com/~hcexres/tcm1603/acchtml/applex2.html

W r i t i n g E m p l o y m e n t D o c u m e n t s

skills ideally allowing you to type 50 words per minute. You will be able to demonstrate excellent

written communication skills and computer literacy including word and e-mail. You will have a

minimum of 6 months working in an office or clerical environment. Both full time and permanent

opportunities exist. To apply please e-mail your CV with a short cover letter, or for more information

call the number above. (http://www.ukworksearch.com/Customer_Services/Avon/Job/27096/)

4.

At least 2 years commercial C++ experience working in a team environment

Should have a strong mathematics / physics knowledge and ideally an understanding of 3D graphics

Experience with a 3D graphics API such as DirectX or OpenGL would be useful

Experience with DirectX 8 vertex and pixel shaders would be useful for work on the Xbox console or

for PC titles and tools

Experience with low level assembler programming would be useful, particularly MIPS / PowerPC

Creative programming ability - having an eye for quality and special effects

Passion for games (both playing & programming)

Experience of version control software (e.g. VSS or CVS)

A game demo with sample source code (http://www.ukworksearch.com/IT/East_Sussex/Job/24205/)

e.g. Job advertisements and job requirements

To be: sociable, numerative, aggressive, mature, self-motivated, conscientious, dedicated, patient,

bright, sensitive, confident, specialised, articulate, reserved, economical, aggressive, limited, talkative,

anti-social, mean

To have: appropriate professional qualifications, sound practical experience (proven track record),

integrity, talent, the ability to establish rapport drive, stamina, flair, aptitude for…, industrial

experience…………

2. 3. Application letter examples

Read the following letters. Discuss their content (logical sequence of ideas, accuracy, tone, style, layout,

etc.). Notice what are the points the applicants are making.

1707 Guernesey Lane

Austin, TX 78759

6 June 1997

John G. Holloway

Brackenridge Hospital

4505 W. Tom Thumb Ave.

Austin, TX 78703

Dear Mr. Holloway:

I am writing in response to your classified ad in the Austin-American Statesman for Assistant Director

of Materials Management. Based on my experience and continuing education, I believe that I am

qualified to fill this position.

For the past four years, I have been employed in the materials divisions with two different

manufacturing companies, XETEL Corporation and Fisher Controls International. My experience there

has ranged from controlling, buying, analyzing, to planning materials.


Currently, I am attending night school at Austin Community College where I lack only nine hours to

complete my Associate Degree in Business Administration. When I complete this degree, I hope to

return to St. Edward's University to complete my course work for a degree in Technical Business.

Brackenridge Hospital and the Children's Hospital supply such a vital service to the Travis county area

that I would be proud to be a part of your team. I hope to get a chance to discuss my qualifications and

goals with you. I can be reached at (512) 877-0991 after 5 p.m.

Sincerely yours,

John M. Owens

Encl.: resume ( http://www.io.com/~hcexres/tcm1603/acchtml/applex1.html)

3303 West Valley Cove

Round Rock, Texas 78664

August 5, 1990

Personnel Assistant

JD Employee Credit Bank of Texas

P.O. Box 32345

Austin, Texas 78745

Dear Personnel Assistant:

I am writing about your newspaper ad in the August 1 Austin-American Statesman concerning your

need for an experienced programmer in the database environment. I believe that I have the qualifications

and experience that you are looking for.

As for my experience with database programming, I have worked for the past year as a

programmer/analyst in the Query database environment for Advanced Software Design. In that capacity,

I have converted a large database that was originally written in a customized C language database into

the Query database environment. I am currently working on a contract with Texas Parks and Wildlife to

make major modifications to its existing Query database application. On both of these assignments, I

have also served as customer contact person.

Related to this database-programming experience is the work I have been doing to write and market an

automated documentation utility for Query database applications. This product was written using a

combination of C, Pascal, and Query programming languages. I was responsible for the authorship of

the Pascal and Query programs. The Pascal programs are completely responsible for the user interface

and system integration management.

Enclosed you will find a resume, which will give you additional information on my background and

qualifications. I would welcome a chance to talk further with you about the position you are seeking to

fill. I can be reached by phone between 9:00 a.m. and 6:00 p.m. at (512) 545-0098.

Sincerely,

Virginia Rementeria

Encl.: resume (http://www.io.com/~hcexres/tcm1603/acchtml/applex2.html)




3. Comprehension 3. 1. Fill in the following table with information you have found in the letters above:

Applicant‘s name Virginia Rementeria

Employer‘s name John Holloway

Position

Source of information

Previous jobs

Future plans

Applicant‘s motivation

3. 2. Write an answering letter to one of the two candidates

announcing him/her that he/she is hired

refusing him/her

4. Vocabulary 4. 1. Find the right place for the following vocabulary items missing from the following letter of

application (covering letter):

311 Nestor Street

West Lafayette, IN 47902

1. …

Ms. Christine Rennick

Engineer

Aerosol Monitoring and Analysis, Inc.

P.O. Box 233

Gulltown, MD 21038

Dear 2. …

Dr. Saul Wilder, a consultant to your firm and my Organizational Management professor, has 3. … me

that Aerosol Monitoring and Analysis is 4. … someone with excellent communications skills, 5. …

experience, and leadership 6. … to train for a management 7. … I believe that my 8. … resume will

demonstrate that I have the characteristics and 9. … you seek. In addition, I'd like to mention how my

work experience last summer makes me a particularly strong 10. … for the position.

looking for, Ms. Rennick, candidate, June 6 1998, experience, informed, enclosed, organizational,

background, position

As a promoter for Kentech Training at the 1997 Paris Air Show, I discussed Kentech's products with

marketers and 11… personnel from around the world. I also 12… and wrote reports on new product

13… and compiled information on aircraft industry trends. The knowledge of the aircraft industry I

gained from this 14… would help me analyze how Aerosol products can 15… the needs of regular and

prospective 16…, and the valuable 17… I gained in promotion, sales, and marketing would help me use

that information 18…

researched, clients, position, sales, development, effectively, meet, experience

I would 19… the opportunity to discuss these and other 20… with you. If you are interested, please 21…

me at (317) 555-0118 any morning before 11:00 a.m., or feel free to 22… a message. I look forward to

meeting with you to discuss the ways my skills may 23… serve Aerosol Monitoring and Analysis.

qualifications, welcome, leave, best, contact

Sincerely yours,


First Last name

Enclosure: resume

(http://www.io.com/~hcexres/tcm1603/acchtml/applex2.html, adapted from: Halpern, Jeanne W., Judith M.

Kilborn, and Agnes Lokke. Business Writing Strategies and Samples. New York: Macmillan, 1988.)

4. 2. Read the following useful phrases in an application letter:

Getting attention:

Highlight your strongest work skills: When you need a …… who can ….. call me.

Mention the name of a person highly regarded by the reader: When X of your division spoke to

our business communication class last week, he said you need….

Make reference to publicized company activities or achievements: The Financial Times reports

that you may need the expertise of a …..for the opening of your new division in Germany.

Use a question referring to the organization‘s needs: Can your R&D division use a specialist in

……… with nine - year experience in the field, a BA in chemistry and a real desire to succeed?

If so, please consider me for the position.

Stating the reason for writing:

I am applying for the………position advertised by your firm in………..

I am seeking a position in….

Subject: Application for ………position (you may use a title at the opening of your letter)

Expressing motivation and expectations:

If my application were successful, I should like to…

I wish to become involved in…

I feel strongly that…

Giving evidence of work experience: I feel I am well qualified to… for the following reasons:…

As a … who has…, my experience would be invaluable in…

My particular interest is…

Through… I am well aware of…

By …ing and …ing I would be able to…

Ways of ending a letter of application: I have no urgent commitments at present.

After you have reviewed my qualifications, could we discuss the possibility of putting my skills to work

for your company?

I am available; should you wish to discuss matters further, please contact me at…

I would welcome the opportunity to meet you.

You can contact me on … (your telephone number) between 11 am and 6 pm at the above address.

Expressing application follow-ups: Please keep my application in your active file, and let me know when you need a skilled….

Please keep my application in your active file, and let me know when a position opens for a capable….


5. Speaking Work in groups. Write an application letter for the position you consider best fits your qualifications.

Give it to a colleague in your group. After reading it, each in the group will have to concisely analyze

the document, pointing out its value and its weak points.

6. Writing Draw an application letter (cover letter), imagining you are applying for the post of CEO of a well-

known multinational.

Write a covering letter applying for one of the positions advertised at the beginning of the unit.

CURRICULUM VITAE

BASIC NOTIONS

RESUME LAYOUT

1. A resume should contain: name and address, phone number

career objective: be as specific as possible

education: it contains: the school you most recently attended, list for each school you attended

(the name and location); institutions, dates, degrees, areas of study

work experience: should list all the related jobs you‘ve had

activities and achievements: projects, community service activities

personal data (hobbies, etc)

other relevant facts: miscellaneous facts: foreign languages proficiency, computer expertise,

date of availability, references

Keep in mind! The following expressions are alternatively used:

Career objective = summary of qualifications

Education = academic credentials// academic preparation// professional college training

Work experience = employment history

2. The format of the resume Read the following checklist for resumes and discuss it with your colleagues. Try to improve it.

contents and style

present the strongest, most relevant qualifications

do NOT use whole sentences

use facts, not opinions

avoid personal pronouns

omit the date of preparation

omit mention of your desired salary, work schedule, vacation schedule

contact information

use a title/ your name and address as a heading

3. Vocabulary You will find in the table below some action verbs for pointing out accomplishments; discuss their

usefulness when writing your CV and application letter and try to find some more.

Management

skills

Administer, assign, attain, chair, consolidat direct, evaluat, improve, increase, organize, plan

………………………………………………………

Communication Address, arbitrate, arrange, collaborate, convince, direct, draft, edit, lecture, mediate,


skills promote…………………………………………………………………………………………….

Research skills Clarify, collect, critique, evaluate, examine, investigate

………………….…………………………………………………

Technical skills Assemble, build, calculate, compute, design, devise,

operate…………………………………………………………

Teaching skills Adapt, advise, clarify, coach, communicate, coordinate, develop, explain, facilitate,

inform…………………………………………………………

Financial skills Administer, allocate, analyze, appraise, audit,

balance…………………………………………………………..

Creative skills Act, conceptualize, create, customize, design, establish

……………………………………………………

Helping skills Assess, assist, clarify, coach, counsel, educate, facilitate

……………………………………………………….

Clerical or detail

skills

Approve, arrange, classify, collect, execute, implement, prepare

………………………………………..

More verbs for

accomplishments

Achieve, expand, improve, pioneer, reduce (losses), resolve (problems), restore, spearhead,

transform (adapted from Lesikar, Petit, Flatley 1993: 339)

4. Writing Write your resume according to the standard procedure being careful to include the elements below:

Arrange logically the information on education (dates, institutions, degrees, major field); employment

(dates, places, firms, duties); personal details (interests, memberships, achievements), special

information (achievements, qualifications, abilities), references.

Use a heading for the entire resume and subheadings for the parts

Include a statement of objective: e.g.: ―To serve in an entry-level position in personnel management that

will provide an opportunity for growth and advancement.―; ―Sales Representative for X Corporation

leading to sales administration.‖; ―To apply 20 years of successful furniture sales experience to selling

quality products for a progressive company.‖ (adapted from Lesikar, Petit, Flatley, Basic Business Communication, IRWIN, 1993: 337)

Supplementary information and activities

Other types of employment messages

1. Discussion 1. 1. Read the list containing other types of employment messages and check your knowledge: do you

know when to use them?

Job-inquiry letter

Application form

Application follow-up letter

References (testimonial or open letter of reference)// Recommendation letter

1. 2. Answer:

What‘s the goal of a recommendation letter?

What should such a letter contain?

2. Reading 2. 1. Be creative and finish the following recommendation letter by adding the missing information:

I am pleased to support Tom Smith‘s application for……


For the past five years, Tom and I have……………Working closely with him, I have found that he is a

good…Not only is he…but he also…I have really enjoyed working…with him.

We need more…like Tom. I would be happy to elaborate on his skills if you call me at home any

evening.

2. 2. Read the following letters refusing to recommend a candidate and identify their characteristics.

e.g. 1 – letter addressed to the employer

Tom Smith did work at ………… as a ……. from May 1999 through July 2203. In light of current

legalities, however, we cannot comment on the job performance of people who no longer work here; I

am sure you understand the dilemma. Good luck in your hiring process.

e.g. 2 – letter addressed to the job applicant

You have had an interesting year since you left………… Thank you for bringing me up-to-date.

Your decision to…………seems well thought-out, and the classes you have taken should help you get a

job. Your instructors at the community college would have more relevant knowledge of your ability to

perform the type of job you are applying for, so I suggest you ask them for recommendations.

Good luck to you in your future endeavors.

3. Vocabulary Reference-writing expressions – you may need them in giving references about a job candidate.

He has been a most valuable/ loyal/ hard-working/ co-operative employee // She has a logical mind and

is sensitive…// She has a talent/ flair for design and is creative…// She is an effective…// He was a very

active member of………and he had a good relationship with colleagues// Through full and active

membership of the… team, he created/ initiated/ inspired/ encouraged/ built up strong personal

relationships.

4. Language focus

CONNECTING AND SEQUENCING IDEAS

Connectors and sequence markers are words or phrases, which show the relationship between ideas;

they connect the following information with the earlier information:

The merger has already been decided. So, there‟s no use fighting against it.

In brief, the purpose of my lecture is to convince you to buy our product.

Types of relationships

between ideas Connectors and sequence markers

Time relationships

First, first of all, initially, to start with, the first step, at the first

stage

Second, secondly, the second step, at the second stage

Third, thirdly, the third step, at the third stage

Then, after that

Next, subsequently, the next step, at the next stage

Finally, the final step, at the final stage

Other language forms: before + verb …ing, after + verb …ing,

(after) having + verb …ed


Logical relationships

Categories Connectors and sequence markers

Cause Therefore, so, accordingly, consequently,

as a consequence/result, hence, thus,

because of this, that‘s why, for this

reason

Comparison Similarly, in the same way, here again,

likewise, in comparison, still

Concession Anyway, at any rate

Contradiction In fact, actually, as a matter of fact,

indeed

Condition Then, in that case, although, if

Alternation Instead, alternatively

Contrast Yet, however, nevertheless, still, but,

even so, all the same,conversely,

whereas, on the other hand, nonetheless,

on the contrary, in contrast

Time sequence Formerly, after, when, meanwhile,

sometimes

Textual relationships

Categories Connectors and sequence markers

Addition Also, in addition, moreover, furthermore,

besides, too, overall, what‘s more in

brief/short, first, second, finally

Highlight In particular, in detail, especially,

notably, chiefly, mainly

Intensification Indeed, in fact, in any event

Repetition That is, in other words, as has been said

Generalization Usually, normally, as a rule, in general,

for the most part, in most cases, on the

whole

Stating the obvious Obviously, naturally, of course, clearly

Equivalence In other words, that means, namely, that

is to say, or rather

Inclusion/explanation For example, for instance, say, such as,

as follows, in particular, in this case, to

illustrate, also, too

Summary To sum up, then, overall, in brief/short

Conclusion In conclusion, finally, lastly, to conclude (see Brieger and Sweeney 1994: 208)

Test your skills in writing application documents

1. Look in the local newspaper for a job advertisement or compose the advertisement for an imaginary

post you would like to apply for.

2. Write the corresponding letter of application.

3. Write your CV.

4. Write two recommendation letters – one, highly enthusiastic, the other – as neutral as possible.

5. Write a letter to follow up a job application using the information below:

A month ago you applied for the position of…….with…….(the name and the address of the company)

sending an application letter and your CV to………, the director of personnel. Since you have ten-year

experience in ………..industry and a good academic record, you are very confident in your chance to

get the position.

Unfortunately, you haven‘t got any reply yet, so you decide to write a follow-up letter to show your

interest in the position.

Consider the following points in your letter:

You don‘t know what has happened with your resume and application letter you sent them a month ago

Since you wrote, you……….

You have submitted applications to several other firms but would prefer to work at……..

Write a follow-up letter to………that will reinforce your application with………

X. INTERVIEWS

BASIC ELEMENTS

The interview is a planned conversation with a specific purpose involving two or more people.

Types of interviews

job interview (directed, less formal, unstructured,

simultaneous, simulating, stress interview etc.)

information interview

persuasive interview

exit interview

evaluation interview

counselling interview

conflict resolution interview

disciplinary interview (from C. L. Bovée, J. V. Thill, Business Communication Today, New York: Mc Graw Hill Inc., 1992)

1. Discussion Work in groups. Choose one of the eight types of interviews from the table above and make a list of

some specific communication skills you suppose it calls for. Present the list to the class and bring

arguments in favour of your choice.

Try to find similarities and differences between the interviewer and interviewee (purpose, skills they

need, style etc.).

2. Reading Read the article about employment interviewing. Choose the best sentence from the list below (A-K) to

fill each gap (1-9). There is one sentence that you do not need. There is an example at the beginning (0

C).

A Employers say they are impressed by well-informed jobseekers.

B Another important step in preparing for a job interview is to practice describing your professional

characteristics.

C But it doesn't have to be.

D Responding to interview questions should not sound as if you are reciting a script.

E Although these interviews often have different purposes, they all require basic interviewing skills.

F As a starting point, try to respond aloud to the following:

G Preparation can be as important as the interview itself.

H Focus on what you learned from the experience, being careful never to criticize a previous

employer or coworker.

I The company itself is often the easiest place to start your search.

J When responding, focus on subjects related to the job.

K Clothes should be clean, well fitting, and wrinkle free.

Employment Interviewing. Seizing the Opportunity and the Job

by Olivia Crosby

Interviewing is the most stressful part of the job search for many people. /0 C/ Interviews are an

opportunity to show you are an enthusiastic worker who would do a job well. You can make the most of

that opportunity by being prepared, presenting a professional demeanor, and describing your

qualifications well.

There are many types of interviews: screening interviews, designed to whittle the applicant pool;

longer second and third interviews, intended to help employers make final selections; and telephone and

I n t e r v i e w s

video conferencing interviews, arranged to capitalize on available technology. /1/ Read on for advice

about what to do before, during, and after a job interview.

Preparation. Career counselors say a good job interview starts well before the jobseeker and

interviewer meet. /2/ Researching, practicing, and dressing appropriately are the first steps to making the

most of a job interview.

Research. One of the best, but most frequently overlooked, ways to demonstrate enthusiasm for

a job is to research both the company and the position for which you are being interviewed. /3/ Before

arriving for an interview, you should know what the company does, how large it is, any recent changes it

has undergone, and what role you could play in its organization. Try to learn about the company's goals

and values. With these facts, you can show how your qualifications match the company's needs.

/4/ Many businesses fill their websites with information tailored to jobseekers. These sites often

include a history of the company and a description of its products and customers. And many companies'

human resources departments will send recruiting information if you request it.

Public libraries and career centers also have valuable information about employers, including

companies' annual reports to shareholders, reports kept by local chambers of commerce, trade journals,

and business indexes, such as Hoover's Business Index and Dun and Bradstreet.

Practice describing yourself. /5/ Think of examples from past jobs, schoolwork, and activities to

illustrate important skills. Recalling accomplishments beforehand, when you don't have to respond under

interview pressure, will strengthen your answers during the actual event.

Every interview will be different, and there may always be surprising questions. Nevertheless,

interviewers suggest rehearsing with a career counselor or friend to gain confidence and poise. /6/

* How would you describe yourself?

* What did you like most about your last job?

* What types of courses do you enjoy most?

* Why should I select you over other applicants?

* What are your greatest strengths and weaknesses?

* What are your hobbies?

* Tell me more about the project you described on your resume.

* Describe a work or school-related problem and how you solved it.

* Tell me about a time you worked as part of a team.

* What are your short-term goals?

* Why do you want to work in this occupation and for this company?

Each question gives you an opportunity to illustrate your favorable characteristics. /7/ For

example, if asked to describe yourself, talk about your professional characteristics and background, not

your personal life.

Some questions – such as those about hobbies or interests – may seem irrelevant. Interviewers

ask these types of questions to learn about your personality and test your interpersonal skills. In addition,

answering questions about your hobbies or interests allows you to highlight some of your other

strengths. Participating in a sport might demonstrate teamwork; ability in a craft, such as needlepoint,

shows an attention to detail.

Career centers and libraries have many books with additional questions and possible answers.

The goal is not to memorize responses to these questions but to become comfortable speaking about

yourself, your training and experience, and your career goals. /8/

Whatever the question, be ready to accentuate the positive. The interviewer might ask for a

weakness or failure; choose one that does not affect your ability to do the job, or describe a shortcoming

you are working to overcome. For example, if interviewing for an entry-level job, cite your lack of paid

experience. If there are weaknesses evident on your resume; or transcript, such as being fired from a job

or receiving poor grades, rehearse an explanation before the interview in case you are asked about them.

/9/

Interviewers suggest rehearsing with a career counselor or friend to gain confidence and poise.

The goal is to become comfortable speaking about yourself, your training and experience, and your

career goals. (http://www.pueblo.gsa.gov/cic_text/employ/employ-interview/emp.txt)


3. Comprehension Arrange the steps of the interview in an acceptable order and discuss your option.

10 Steps to a Successful Interview

Write a thank-you letter to anyone you have spoken to.

Use body language to show interest.

Read company materials while you wait.

Thank the interviewer.

Smile, nod, give nonverbal feedback to the interviewer.

Introduce yourself in a courteous manner.

Arrive on time.

Have a firm handshake.

Listen.

Ask about the next step in the process. (http://www.jobweb.com/Resources/Library/Interviews/10_Steps_to_a_02_01.htm)

4. Vocabulary 4. 1. Use the word given in capitals at the end of each gapped line (1-7) to derive a word that fits in the

space.

On the day of the interview, give yourself plenty of time to get ready

for and travel to the interview. Plan to arrive 10 to 15 minutes early.

1__ carrying a briefcase to the interview. In addition to giving you a

2__ look, a briefcase serves a function: it gives 3__ to things you will

want at the interview. These include a pen and paper to record

important information, such as the proper spelling of the interviewer's

name and the time and date of followup interviews; copies of your

résumé or application and 4__; and examples of your work, such as

writing samples.

Most people are nervous when interviewing. But remember: you have

been asked to interview for the job because the employer believes you

could be right for it. The interview is your chance to confirm that 5__

and establish rapport. To reduce 6__, interviewers recommend getting

a good night's sleep and maintaining your usual morning routine – if

you never eat breakfast, for example, don't eat a 7__ morning meal on

interview day. They also recommend calling to mind some of your

happiest memories or proudest moments before arriving for the

interview.

CONSIDERATION

PROFESSOR,PORTABLE

REFER

BELIEVE

NERVOUS

HEART

http://www.pueblo.gsa.gov/cic_text/employ/employ-interview/emp.txt

4.2. For each blank (1-15), think of the word that best fits in the context. Use only one word in each

space.

Dress professionally. Securing 1__ job is much easier if you look the part. A useful guideline is to dress

2__ you would for an important day 3__ the job, like a meeting with a supervisor or a presentation 4__ a

client. Clothes should be clean, well fitting, 5__ wrinkle free. Most employers expect jobseekers 6__

wear a traditional two-piece suit, preferably 7__ a conservative color such as navy blue, gray, 8__ black.

The object is to look reliable, 9__ trendy. Many employers say that women's skirts should be knee-

length 10__ below. Polished, closed-toe shoes complete 11__ professional image.

I n t e r v i e w s

Avoid last-minute clothing disasters 12__ trying on your suit a few days before the interview. And plan

13__ the unexpected: if you will wear a skirt, buy an extra pair of stockings; if you have shoes that tie,

get more shoelaces. Bring such extras 14__ with you the day of the interview.

Keep hair neat by tying it back, putting it up, or cutting it short. Avoid cologne and perfume, large

pieces of jewelry, and heavy or unnatural makeup. These distract the interviewer 15__ your

qualifications. (http://www.pueblo.gsa.gov/cic_text/employ/employ-interview/emp.txt)

5. Language focus

Types of

interview questions

Open-ended: it invites the interviewee to

offer an opinion

What do you think your

company expects from you?

Direct open-ended: it suggests a

response

How have you trained in…..?

Closed-ended: it calls for short responses

or yes/ no answers

Did you attend those classes?

Restatement: invite the respondent to

expand on an answer

You said you like travelling.

Is that correct?

Warm-up: it helps break the ice How was your trip?

Indirect: elicits further information I‘d like to know more

about…

(from C. L. Bovée, J. V. Thill, Business Communication Today, New York: Mc Graw Hill Inc., 1992)

Checking and confirming information

Techniques Advice Example

Asking for repetition If you didn‘t hear the

message, you may use:

State your problem and

then make a request.

Sorry? Pardon? Pardon me? (AE) Excuse

me? (AE)

I‘m sorry, I didn‘t quite hear/ catch what

you said. I missed that part. Could you

repeat that / say that again, please?

Would you mind repeating that, please?

I don‘t understand what you have just said.

Could you go over that again, please?

Asking for clarification Ask for more precise

information.

What exactly do you mean by…?

What is the precise purpose function of…?

Could you tell us a bit more/ Could we have

some more details about…, please?

Asking for verification If you want to check that

you have understood the

message, you may use.

Did you say….?

You did say…, didn‘t you?

Is it true/ a fact that he ….?

Asking for spelling Can/could you spell that, please?

Repeating information You can paraphrase the

information or

summarize the main

points.

In other words…

What I mean is…/ By that I mean that…

Let me just go over/ repeat/ summarize the

main points again.

If I could just bring/ draw together the

points we have discussed.

Correcting information Do not forget to use a

polite formula before.

Excuse me, Sorry, that‘s not quite right. …

Sorry, I think you‘ve made a mistake. …


making the correction. (see Brieger and Sweeney 1994: 182)

6. Speaking How do you prepare for a job interview?

Is there advisable to mention your weaknesses in a job interview? Why?

Comment upon discrimination during a job interview.

7. Writing Select a job advertisement from the local newspaper and write the following letters:

a job inquiry letter

a thank-you letter for the interview

a request for more time to decide

a letter of acceptance

a letter declining the job offer

XI. BUSINESS CORRESPONDENCE

BASIC NOTIONS

Types of business correspondence

inside the firm: memos, minutes, reports

outside the firm: business letters (of inquiry,

complaint, order, warning etc.)

Steps (i) Steps (ii) Type

1. planning

1. defining the purpose General: to inform, persuade, collaborate

Specific: to present specific data…, to convince

somebody to do something, to help somebody to

do something

2. analyzing the audience

(audience profile)

Small/ large

Informed/ uninformed

Specialists/ casual public, motivated/ unmotivated,

etc.

3. establishing the main idea It should make a statement about the topic.

4. selecting the channel and

medium

Oral/ written communication

2. composing

The result should be a well organized message, with:

- clear subject and purpose,

- information related to the subject and purpose

- logically grouped and presented ideas

- all necessary information included

3. revising Review the message for content and organization

1. Discussion What will be, in your opinion, the main characteristics of business correspondence?

What are the prerequisites of a well organized business message?

2. Reading Read about some key elements of the Business Communication Protocol and discuss them in your study

group.

Business Communication Protocol

A universal format, style, and etiquette is accepted by nearly all organizations. Job candidates

can alienate potential employers simply because they do no use standard business writing style.

Professional communication ability remains a significant factor that employer use in evaluating and

comparing applicants.

Each letter, however, must be individually tailored to the needs of the prospective employer

and individually produced.

Misunderstandings often occur because of the failure to follow up in writing. Take the extra

time needed to avoid confusion.

Always keep copies of letters sent because they may save later embarrassment. If

correspondence is lost in the mail, showing potential employers the copy may save a job offer.


The importance of proper communications cannot be overemphasized. Written communication

is the backbone of every personnel office. A good succession of communication shows the employer

that you sincerely want the job.

Correspondence Tips

Use a standard business style format and 8 1/2" x 11" paper.

Type all letters. Employers type even personal notes, so follow suit.

Address letters to a particular individual, and use his/her correct title.

Never duplicate a letter; each must be an original.

Make paragraphs average in length.

Always send a letter with a resume, never a resume alone.

Check your work carefully for grammar and spelling. It is a good idea to have someone else

proofread it.

Be wary of suggestions to use gimmicky attention-getters, overzealous or desperate-

sounding phrases, and exaggerated praise of the employer. (http://static.jobtrak.com/job_search_tips/protocol.html)

3. Comprehension

Consider the words/ phrases from the text above, which are written in bold. Why were they emphasized

in the text? Bring arguments in favour of their importance for business correspondence.

4. Vocabulary

Colloquial American Business Jargon Defined

Native speakers unconsciously use jargon or slang that doesn't mean much to speakers of English (or

even American in this case) as a second language. Here are some common phrases used by American

businesspeople during U.S.-Japanese business meetings.

Saying Meaning

20-20 hindsight perfect knowledge but too late

A rising tide that lifts all boats something that benefits all (Pres. Kennedy)

An Old (China, Japan etc.) Hand someone with long experience in the place

at loggerheads Disagreement

at the 11th hour at the last minute

Bootstrapped develop by yourself without outside support

both sides of the aisle from politics, involving both parties

deep pockets wealthy; has ability to pay

Do you read me? do you understand (military communications)

dog and pony show financial presentation

don't make waves don't disagree or contradict policy

down in the dumps depressed

(http://www.pacificovertures.com/BizJargon.html)

http://static.jobtrak.com/job_search_tips/protocol.html

B u s i n e s s C o r r e s p o n d e n c e

5. Language focus ASSERTING AND DOWNTONING INFORMATION

You use assertion if you want to emphasize what you are saying and to influence the attitudes and

behaviour of your listeners.

Downtoning is used when you are not certain and want to protect yourself from your listeners.

Asserting information

Techniques Example

Fronted topic Rarely is he punctual at

meetings.

Cleft sentences:

It‘s + subject + that

Relative clause + is + subject

It is the competition that

counts.

What it counts is the

competition.

Inversion (after certain negative

words: no-one, nowhere, never,

nobody, nothing

In no way will I deceive you.

Intensifying adverbs

(wholly, totally, completely, fully,

absolutely, entirely, extremely,

highly, very, fairly, reasonably,

quite, moderately)

Their company is completely

bankrupt.

Connecting expressions of

highlight (in particular, besides,

especially, etc.)

He upgraded his computer. In

particular, he maximized the

PC memory.

Downtoning information

Use the verbs: seem, appear It seems that the stocks will

plummet.

Use the verbs: tend to, be inclined

to

He tends to underestimate the

expertise of his competitors.

Minimize message with: just, only,

a bit, a little

It‘s just only a minor delay; it‘s

nothing serious.

Express possibility with: maybe,

perhaps, might

Perhaps we will accept merger

with NTX International.

We might accept merger with

them.

Express reservation with: in a way,

to some/ to a certain extent

In a way I have to agree to their

proposal. (adapted from Brieger, Sweeney 1994: 174)

6. Speaking Which is the most important, the correspondence outside or inside the firm? Bring arguments to

support your opinion.

Give examples of adapting the message you are sending to the audience.

7. Writing In not more than 200 words write an essay about the manipulative power of words.

XII. COMMUNICATION WITH PARTNERS

BASIC NOTIONS

Business letters usually use the BLOCK STYLE. This means: the addressee‘s name and address are at the top ON THE LEFT

the date: usually, on the right

no punctuation in the address or after the salutation

the paragraphs start at the margin, with double space between them

the writer‘s name and title are under the signature

Letter layout

The logo of the firm

The sender’s address

The recipient’s address Your ref:

Our ref:

The date

The salutation (Dear Sir/ Sirs/ Madam/ Mr. Thomson/ Mrs…/ Miss/ Ms…/ Kate)

Heading (it says what the letter is about)

The body of the letter

Introduction: it says why you are writing

The main message: details

The close: it usually mentions a future, planned activity

The ending of the letter

Closing formula

The signature

The name (typed)

Keep in mind

Ref. = references: names (initials of the author/ typist of the letter)

Common introduction formulae: I am writing in connection with…/ I have received your letter

of…concerning…

Ending formulae: I look forward to receiving your …/ Looking forward to hearing from you

Closing the letter: Yours faithfully/ Yours sincerely/ Sincerely

1. Discussion What function do letters perform in society/ in business?

What do the style and tone of a letter depend on?

What does the format of a letter depend on?

2. Reading 2. 1. Read the following examples and try to figure out what do they refer at? Match them (a-e) with the

suggestions you have below (1-5).

C o m m u n i c a t i o n w i t h P a r t n e r s

Style of business correspondence

a.

―I am writing to apply for the position you currently have open…‖

―I am writing in response to your letter of… in which you discuss problems you have had with….‖

b.

―I am writing in response to your July 2, 2006 letter in which you….‖

―I have just received your September 20, 2006 letter in which you…‖

c.

―I have worked as a teacher in London for about ten years. Since 2001 I have been teaching at ―….‖

University…‖ ―As for my work experience, I have worked….‖

d.

―If you do not send us the computers by the 1 July, you will not get the money…‖

―Please send us the computers we ordered till the 1 July as we agreed in the contract. Any change of the

deliverate date may entail, unfortunately, changes in the method of payment.‖

e.

―As soon as you…, I will …to …. May I expect to hear from you within the week?‖

―I am available in the afternoons, from 4 pm to 5 pm. Can we set up an appointment to discuss………?

I‘ll look forward to hearing from you.‖

1. If you are responding to a letter, identify that letter by its subject and date in the first paragraph or

sentence

2. Provide topic indicators at the beginning of paragraphs; ―topic indicators‖ = a word or phrase that

indicates the topic

3. Change the cold, unfriendly negative tone with one much more positive, cordial and tactful.

4. State the main business, purpose, subject matter right away:

5. Give your business letter an ―action ending‖ whenever appropriate: make clear what you expect the

recipient to do and when

2. 2. Here are some tips you may find useful in writing your business letters. Comment upon their value

in business writing:

―compartmentalize‖ the contents of your letter: place each different topic of the letter in its own

paragraph

keep the paragraphs short: these will help the reader to read rapidly, comprehend and remember

the important facts or ideas

list or itemize whenever possible: it makes it easier to pick up the important points.

place important information strategically: info in the first and last lines of paragraphs tends to be

read and remembered better; place important information in high - visibility points

find positive ways to express bad news; avoid such words as: cannot, forbid, fail, impossible,

refuse, prohibit, restrict, deny.

avoid pompous, inflated, legal-sounding phrasing (picture yourself as a plain-talking, common-

sense, down-to-earth person)

3. Comprehension Consider the tips presented under 2. 2. What do the following words mean in that context:

‘compartmentalize’, ‘itemize’, ‘strategically’, ‘positive ways’, ‘pompous’?

4. Vocabulary Read the following pieces of advice about business correspondence. Explain or find synonyms for the

words written in italics.


Before you begin sending any letters, it is important that you devise some way of keeping track of when

and what you have sent. For instance, if you send a letter to Ms. X asking for an interview and offer to

call her during the week of June 6th, you need to have that date on record so you can be sure to meet

that commitment. Also, if you are sending out 40 letters to various employers, it can be critical to know

what you have said in a particular letter to be able to follow it up with accuracy. Listed below are two

formats for organizing your letter campaign.

A. Create a chart with columns for the prospective employer‘s name, the person contacted, the date sent,

any commitments you made in the letter and follow-up. Make another chart showing the response you

received from each letter with column headings, such as prospective employer‘s name, person who

replied, date of reply, and action taken. Keep these charts up to date and hold on to letters you receive.

B. Make copies of all the letters that you send out and file them in a folder. Keep another file folder for

the letters you receive which call for further action to be taken on your part and a separate file folder for

your rejection letters. This method can be especially helpful because you have reference to all your

letters for use when composing other letters. Also, you can look back over the letters you have sent and

see which ones were the most effective in generating interviews.

You should also take into account some general suggestions for letter writing:

follow rules of layout and format of a standard business letter

slant letter toward what you can offer employers, not what you think they should be offering

you

address, whenever possible, to an individual, along with his/her correct title

spell, punctuate, and paragraph correctly

write in your own words and in conversational language

hand-sign, rather than type your signature

print your letters on good quality paper

be brief, concise and to the point

close with a direct request for some sort of action (i.e. interview appointment)

take advantage of any link to the employer that can put your foot in the door or give you an edge

over the competition (for example, mentioning the name of someone you know in the

organization)

It‘s not advisable to:

use stiff language or phrasing

be gimmicky in an attempt to be original or clever

load with constant use of the word ―I‖

be lofty in tone or indicate you will do the employer a great service by ―considering‖ a position

be excessively emphatic about your reliability, capacity for hard work or intelligence. This kind

of self-appraisal is usually best understated. The appearance and tone of your letter and resume

can say more about you than you can gracefully say about yourself. (http://www.career.fsu.edu/ccis/guides/write_eff.html)

C o m m u n i c a t i o n w i t h P a r t n e r s

5. Language focus

CONTRASTING AND COMPARING IDEAS

Function Language techniques Examples:

Contrasting

Clauses of contrast

But, though, although, even though,

while, whereas

We will deliver you the merchandise

even though the deadline of delivery is

a bit too tight.

Phrases of contrast

Despite, in spite of

He was promoted in spite of some

serious mistakes he has made.

Sentence connectors of contrast: yet,

however, nevertheless, still, but, even so,

all the same

We are the first car supplier on the

market. However, we need to improve

the quality of our products.

Comparing

Clauses of comparison

Comparative + than

Rather than

As… as…; not so… as…

Having a reliable investor is more

difficult than I have ever imagined.

They should pay their debts rather than

defer them.

I ordered as many pieces as you told me

to.

Expressions of comparison

Compared to/with, in comparison with

Their business plan is not reliable

compared to ours.

Words and expressions of similarity:

Conform to, match, resemble, look like,

correspond to

difference:

Differ/ vary/ diverge/ deviate + from

Their price is the same as two years

ago.

Their price differs from that of their

competitors. (adapted from Brieger, Sweeney 1994: 178,180)

6. Speaking Discuss each of the style requirements in writing business letters. Can you establish a hierarchy

among these issues? State your reasons.

What is a recipient-oriented style?

7. Writing You are the system chief engineer of the university. Write a letter to the Department of Modern

Languages Applied to Business in which you communicate your plan for installing the equipment for a

new computer-assisted language-teaching laboratory.

XIII. BUSINESS LETTERS

Classification

By function By message

direction Miscellaneous

Direct requests/ Routine inquiries

I. Initiating letters

II. Response

letters

Refusing a request

Inquiries about people Adjustment grants

Favourable responses/ Routine, good-news, and

good-will messages

Adjustment refusal

Bad-news messages/ Claims Credit refusal

Persuasive messages Sales letter

Orders Order

acknowledgements (adapted from Bovée, Thill 1992: 70 and Lesikar, Petit and Flatley 1993: XVii)

1. Discussion You have here a long list of letters that can be written in business environment. Read the list and try to

figure out what particular situations do they serve for. Describe the situation in your own words. Try

also to assign them to a particular type from the table above.

letters of acceptance

letters accepting a job offer

letters acknowledging orders/ order confirmation

letters of appreciation

letters approving credit

letters of authorization

letters checking a reference

letters for claims and adjustments

letters of condolence

letters of congratulations

letters conveying news about products

letters declining a job offer

letters denying routine requests

letters giving unfavourable replies to orders

letters of greetings

letters of inquiry

letters of job application

letters offering a job

letters placing orders

letters providing credit references

letters of recommendation

letters replying to requests

letters requesting action/ credit/ information/

a recommendation/ a time extension

letters of resignation

letters responding to customer claims

sales letters

reminder letters

order letters

response letters

request letters

follow-up letters

LETTER OF INQUIRY AND REPLY

1. Reading

1. 1. Read the following example of inquiry letter in the form of an e-mail message. Is there any

difference between the electronic form and the typed form?

C o m m u n i c a t i o n i n s i d e t h e F i r m

FROM: J JANSEN 09-03-02 16:28:56

NEDCO DEN BOSCH

INTERNAL ADDRESS: DB 99-36 TEL. 8261

TO: J SMITH

SUBJECT: Comments on AB document and AB987 quotation

John

Please send me your comments asap on the documents.

I‘d like to finalize them this week.

Regards,

Jan Jansen

Nedco Den Bosch

DB 99-36 TEL. 8261

Comments on AB document and AB987 quotation

1. 2. Other models of inquiry letters

a. letter asking for information (preliminary inquiry). Read the following letter and identify its main

parts:

Dear Sir

We are a multinational corporation established in 2000 by the merger of two of the biggest organizations

in car industry and we have been operating in your country for 2 years, since 2001.

We are most interested in developing secondary industry in this area. One of our projects is to establish

a car-components industry and we wonder if you could help us to find a suitable partner.

The sort of company we have in mind is a large-scale manufacturer of wheels and accessories, with

international marketing experience and a strong technical staff.

We would be most grateful if you could recommend a Romanian company, which fits this description.

Yours faithfully

Signature

Tom Smith

Director

b. Read now the proper letter of inquiry and then compare the two letters. What do they have in

common, what are the differences between them?

Dear Sirs

Your name has been given to us by one of your clients in Germany, which is quite satisfied with your

services. We are an industrial organization operating in cars branch and would be most grateful if you

could help us.

We have recently been allocated a considerable sum in order to improve our marketing offer in this area.

One of our projects is to establish a car-components industry in this area.


You will appreciate that our technical knowledge is limited, and we need the expertise of someone who

has experience in this industry. Would you consider helping us in any or all of the following ways?

supplying modern machinery

supplying technical know-how

helping with the marketing operation

training personnel

setting up the plant

We should like your views on the possibility of setting up a partnership. Looking forward to hearing

from you,

Yours sincerely

XXXXX (name)

Keep in mind! The content of an inquiry letter is the following: Introduction (introduce yourself or tell them wherefrom you have heard about them); identify

the purpose: to obtain help or information

Request making: list questions or information needed in a clear, specific, and easy-to-read

format

Offering further information

Ending the letter: express gratitude for any help DO NOT use ―thank you in advance‖

expression

You may find the following pieces of advice useful:

Since the inquiry letter is usually asking for information and is a personalized message, it must avoid

accusations or any suggestion of customer dissatisfaction. This type of a letter is part of collection series,

i.e. collecting what is owed; the steps in the collection series are: notification, reminder, inquiry, urgent

notice and ultimatum.

3. Comprehension Match the different types of inquiry letters (1-6: 1. Unsolicited inquiry letter; 2. Problem-inquiry; 3.

Booking accommodation; 4. Job-inquiry letters; 5. Solicited inquiry letter; 6. Making a routine credit

request) - with their descriptions below (a-f):

a. written when a business/ agency advertises its products/ services; you ask specific questions about a

product/ service you are interested in

b. written when the recipient has done nothing to prompt your inquiry; e.g. you want more information

about an article you have read.

c. requesting an application form; enquiring about a hiring decision – a direct request

d. asking for money

e. Read the example:

Because you are a valued customer who has been conscientious about paying bills on time, Mr. Smith,

I‘m wondering why we haven‘t received your October payment of $ 200. Is there a problem we should

know about? Please send us your payment right away or phone me at 453 – 579 to discuss your

situation. We want to help you fulfill your obligations.

f. Read the example:

Dear Sir

I would like to reserve a……………….

I would very much appreciate a ………..

Could you please confirm that there is………..

Yours faithfully

XXX (name)


4. Vocabulary Read some useful phrases you may use in a letter of inquiry:

Introducing yourself:

Your company has been recommended to us by…

We have heard of your firm

We are particularly interested in…

We are most interested in/ increasing/ developing/ extending…

Your name has been given to us as one of the most important … manufacturers in Europe.

What we have in mind is…

Making the request:

You will appreciate that… We need… Would you consider supplying us with…?

If you could send/ give… we would be most grateful.

Could you please let me/ us have…

You will appreciate that we require/ need…

We would like your comments/ thoughts on the possibility of opening/ becoming/ entering/ sharing…/

What we require is…

What we need is…

We would like you to…

Offering further information:

We will be only too happy to supply you with/ let you have more details.

Please do not hesitate to contact us if you require/ need further information.

Offering an alternative: However, we are interested in…

Expressing interest/ regret: We could possibly…but we regret that…

Ending the letter

We look forward to hearing from you/ meeting you/ seeing you

We would be most grateful if you could help/ advise/ send/ give us…

Important language to remember in a response letter:

The Start Dear Mr., Ms (Mrs., Miss; very important: use Ms for women unless

asked to use Mrs. or Miss)

Thanking the potential

customer for his/her

Interest:

Thank you for your letter of ... inquiring (asking for information)

about...

We would like to thank you for your letter of ... inquiring (asking for

information) about...

Providing requested

materials

We are pleased to enclose...

Enclosed you will find ...

We enclose ...

Providing additional

information

We would also like to inform you...

Regarding your question about ...

In answer to your question (inquiry) about ...

Closing a letter hoping

for future business

We look forward to ... hearing from you / receiving your order /

welcoming you as our client (customer).

Ending Yours sincerely (remember use 'Yours faithfully' when you don't know

the name of the person you are writing and 'Yours sincerely' when you

do).

Signature


5. Language focus DEALING WITH FACTS

Stating a fact Everyone knows that…

It‘s a fact that…

Refuting Actually, …

In fact, …

As a matter of fact, …

Well, I‘m not really sure that‘s correct.

Are you sure that‘s right? Isn‘t it true that…?

Asking for examples For example? For instance? Such as? Could you give me an example?

Giving examples Let me give you an example.

To give you an example, …

For example, … For instance, … (see Matthews, Marino 1990: 85)

6. Speaking Directness is not preferred in some situations you ask for information. Identify several such

cases.

Imagine you want to write a routine inquiry to find out about a merger. Work in groups of four –

six. Write only one paragraph – the one you consider the key paragraph of your inquiry letter.

Read it to your colleagues and notice the similarities or differences between your style/ tone/

vocabulary. Discuss the differences, mainly.

7. Writing Letters of reply to inquiries

7. 1. Read the letter in which a multinational inquires about specific conditions of setting a car sub-

components industry in Romania. Write an answer acknowledging their inquiry, using the following

plan: thanking for the letter/ politely refusing/ offering an alternative/ asking for information/

expressing interest/ ending.

7. 2. Starting from the same letter, refuse their inquiry using the following plan: acknowledging letter,

expressing regret, encouraging but giving a reason for refusal, offering an alternative, ending on a

warm note – promise future cooperation.

7. 3. Write a letter of inquiry and booking accommodation using the following information:

you require a single room

the dates are from 20 May to 23

you need a room with shower and seashore view

You would like to have confirmation that your room will be available at the required date, from 9 a.m.

7. 4. Consider the following situations:

You are a bank manager. Reply to Tom Smith who wants to set up his own small business and asks for a

bank loan.

You are able to grant the bank loan on the following conditions: …………………

You are unable to grant the bank loan because ……………………………………..

7. 5. Read the following example letter of response to an inquiry. Try to write the inquiry letter sent by

Mr. Beare.


Jackson Brothers

3487 23rd Street

New York, NY 12009

Kenneth Beare

Administrative Director

English Learners & Company

2520 Visita Avenue

Olympia, WA 98501

September 12, 2000

Dear Mr. Beare

Thank you for your inquiry of 12 September asking for the latest edition of our catalogue.

We are pleased to enclose our latest brochure. We would also like to inform you that it is possible to

make purchases online at http:\\jacksonbros.com.

We look forward to welcoming you as our customer.

Yours faithfully

(Signature)

Dennis Jackson

Marketing Director

Jackson Brothers (Source: http://esl.about.com/library/writing/blwrite_respond_enquire.htm)

LETTER OF COMPLAINT

The complaint letter indicates discontent about inadequate services, defective products, damaged

merchandise, etc. It could be mild/strong.

1. Discussion When do we complain? Give examples linked to the business environment (but not only).

Can complaining be considered a business strategy?

What are, in your opinion, the basic principles of writing a letter of complaint?

2. Reading 2. 1. Read the following instructions about writing a letter of complaint. Identify some situations in

which you can write such a letter.

Occasionally we find ourselves on the receiving end of a defective product, company error, or

poor service. This experience can be so infuriating that we feel we must mention it to someone in charge

and have the situation rectified. However, many of us choose instead to swear off a company or product

altogether simply because we lack the skill and confidence to express our disappointment. This is a

small tragedy since many businesses are fully prepared to remedy any problems that arise. With a little

know-how, you will be able to get the results you deserve and find happiness in the consumer world.

The most important step to customer satisfaction is the need for you to act immediately. Not only

do most companies have a fourteen-day return policy but also you may need to recall details of your

transaction and you will need to act while the events are fresh in your mind. Before you sit down to write

http://esl.about.com/library/writing/blwrite_respond_enquire.htm


your complaint letter, ensure that you have made photocopies of all pertinent information such as product

and postage receipts, warranties or contracts, as you will need to back up your request with tangible proof.

Before composing the letter, take a moment to think about how you want the situation to be rectified. You

must clearly outline your demands for the company to be given the proper opportunity to please you. Do

you want your money back, a replacement product or perhaps credit applied towards your account? Once

you are certain of your request you will then be ready to compose your letter.

It is not necessary to know the name of the person that will be receiving your letter, so it will be

quite acceptable to address your letter; "To whom it may concern". When relating the information, stick

to the facts only. No need to get insulting. Your letter only needs to be a few sentences long, just enough

to get the point across. State the "when" first, followed by the "what" and the "how". (http://wywy.essortment.com/complaintletter_rcst.htm)

2. 2. Read the sample letter below.

To whom it may concern,

On April 1 2006 I received a book entitled, "How To Write A Complaint Letter." by the author XXX. I

believe I was shipped this book in error as I had ordered the book "How To Write A Love Letter" by the

author YYY on March 15 2006 and to date I have not received the book. I am returning this book and

including my postage receipt. Please credit my account the amount of the postage and send me the book

I had originally ordered entitled "How To Write A Love Letter" by YYY, product-number 011011.

Yours Truly,

Your Name Here

Comments:

The "when" in this example is April 1 2006. The "what" is the situation of the shipping error and

the "how" is the credit on account for postage and a second request for the desired book to be sent. The

complainant will include the postage receipt and a copy of the original order form, proving she ordered

the book in the correct manner. The complainant should also photocopy the letter for her records.

If you give a company the opportunity to right a wrong, many times they offer their customer an

additional bonus such as a gift certificate, coupon or free product. Complaint letters written to several

companies always receive the results you expect as well as a few unexpected extras. If you take the time

to express your lack of satisfaction, many companies will not only meet your requests but will thank you

for giving them the opportunity to do so. While you have your pen and paper out, why not take the time

to commend a company or sales person that made an effort to please you? It will do your heart good to

know you gave someone a boost. (Melanie Cossey, http://wywy.essortment.com/complaintletter_rcst.htm)

2. 3. Read the letter and make the summary of the problems it raises.

111 White Horse Lane

Austin, TX 78728

8 October 2006

Director of Consumer Relations

Cincinnati Microwave

One Microwave Plaza

Miami, TX 75249

Dear Director:

http://wywy.essortment.com/complaintletter_rcst.htm

http://wywy.essortment.com/complaintletter_rcst.htm


I am writing you concerning the purchase and subsequent return of a Waveport 5000 I made on 10

August 2006 in the amount of $225.

On 10 August 2006, I purchased a Waveport 5000 from your company in the amount of $225. This price

included a two-day delivery and a 60-day money-back trial offer. The $225 was immediately charged to

my Ritz card. However, this product did not perform satisfactorily, and on 15 August, I decided to return

the Waveport 5000 to your company. When I spoke to one of your company's representatives by phone,

I was informed that the shipping and handling charges, as well as the price of the Waveport 5000, would

be credited to my account. I shipped the item by UPX and was notified 19 August of its receipt. Today,

October 7, I received a statement for my Ritz card. And as of today, no credit has been applied to my

account for either the Waveport 5000 or the shipping and handling charges.

If the Waveport 5000 was charged to my account immediately when I ordered it, I fail to understand

why the same promptness was not used in crediting my account immediately upon receipt of the

returned item. There is no real excuse for this delay other than someone not wanting to take the

necessary time in crediting my account. These finance charges, as well as this letter, could have been

avoided if your employees had been as prompt in crediting my account as they were in charging to it. It

is not my responsibility to pay for your company's lack of promptness and I rightfully deserve a refund

to any and all finance charges that may be applied during this time period.

Your company's quick detection products have greatly helped me in the past, and I would like nothing

more than a quick solution for my problem so that I may be a customer of yours in the future.

Sincerely,

John A. Somebody

Encl.: Copies of sales receipt and credit card statement

2. 4. The reply to a letter of complaint: some tips for keeping the business running, in spite of

complaints, apologies, problems of any kind.

respond quickly; the correspondent needs to know the complaint has been received and is being

dealt with

acknowledge and apologize

give your version of the facts

explain what action is being taken

concede a point if possible

sympathize and reassure your correspondent

In answering complaints you may refer at three distinct situations: 1. making concessions, 2.

disclaiming possibility and 3. apologizing and excusing. Read the three lists with expressions used in

such situations and attach a suitable heading (1-3) to each of them:

A.

We are sorry to hear/// We were distressed to learn/ hear about…/// We must apologize for the delay in

returning/ replying/ forwarding…./// The delay was due to the fact that/ the result of…./// I would like to

explain the situation.

B.

In the normal way we would have been obliged to…/// However, in view of the circumstances…///

Under the circumstances we are prepared to/ can….


C.

We regret that in no way can we be held responsible for…/// We would like to emphasize that it is your

responsibility to…./// Now that you know the full facts perhaps you…/// Now that you understand the

situation perhaps you…/// We are bound by the terms of our contract…./// If you check, you will find

that the guarantee states….

3. Vocabulary 3. 1. In the following list, you will find some useful phrases for a letter of complaint; some belong to

mild complaints (1), others to strong complaints (2), some suggest warning (3), while others “make a

point” (4). Place each expression under its appropriate heading – 1, 2, 3, or 4.

I am writing to complain about

I am sure you will appreciate the annoyance

I look forward to hearing your comments// to receiving your cheque

Unfortunately, we/I have not received… We would be grateful if you could…

I should like to point out…

Unless…. we will be forced to…

It is now ten weeks since we … I should like to point out that we… We really must insist that…

Unless we hear from you…

If you not…, we will….

I should like to draw your attention to (the fact that)

Unfortunately, you forgot…. Please, could you…

I hope that is not necessary to remind you that…

I regret// Unfortunately// I am afraid…

I have had nothing but trouble…. // …it is still unserviceable. // I am not prepared to…

I am now left with no alternative but to…………..

You leave me no option but to…

I am forced to/ obliged to….

1. Mild complaint 2. Strong complaint 3. Warning 4. Making a point

3. 2. Mind the advice:

Change the aggressive tone into more diplomatic sentences by using indirect sentences:

I was told instead of You told me…

A mistake was made instead of You made a mistake.

Avoid words, which have strong negative associations:

positive negative

incorrect wrong

misunderstanding mistake

imperfect faulty

ineffective useless

E.g.: We received your criticisms. (negative) // Thank you for your comments. (positive)

Your order will be 3 weeks late. (negative) // We have been obliged to reschedule your order (positive)

3. 3. Here are some useful expressions when you want to:

a. Express anger:

I am/ was// somewhat/ very/ most/ extremely// disappointed/ concerned/ surprised……

I am/ was// disgusted/ furious/ outraged…………

I am/ was// hurt/ upset/ sad/ confused/ surprised……


b. Reject the arguments in the letter of apologies:

I would have thought that……….// I consider that my request…. is reasonable.

c. Put the blame on…

Not only did you… but you…

d. Make a polite but direct request:

I would like to hear from you by return of post.

e. Take action: to lodge a complaint// to send copies of the correspondence to the editor// to see that it is

published:

Not only am I forced to…but also I…………

3. 4. Which is formal, which is informal language in the following examples?

I very much regret the inconvenience my action may have caused you. Please accept my sincere

apologies. // I‘m sorry for the bother you‘ve had. I hope it hasn‘t upset you too much.

Under no circumstances can we extend your credit. // We are sorry to inform you that we are unable

to………….

I appreciate the honour of being asked to address your members but I regret…// Thank you for the

invitation to speak. I‘m sorry………

You would be well advised to contact your local representative. // I suggest you to get in touch with…

4. Language focus

4. 1. Independent work: revise the tense system in English.

4. 2. Read the following letters of complaint. Analyze their style, vocabulary, sentence structure. Why

are they called strongly worded complaints?

Dear Mr. X

I was astonished to receive your letter of 20 May. I would have thought that a reputable company such

as yours would have accepted, not denied, your responsibilities.

I must repeat, the problems I experienced with your… were due to your negligence, not mine. In view of

the business I have lost, not to mention the anxiety and discomfort, I consider my request for a refund of

your repair bill very reasonable.

I would like to hear from you by return of post, but must point out that unless you settle my claim in full

you leave me no alternative but to place the matter in the hands of my solicitors.

Yours faithfully

Dear Mr…

As you have not replied to my letter of…, I am now left with no alternative but to start proceedings

against you. I intend to claim all the expenses I incurred on your behalf, also for the loss of business and

any legal costs.


I hereby inform you that I am lodging a formal complaint with your company‘s Trade Association. I

have no doubt that the matter will be of considerable interest to them. Copies of our correspondence will

be sent to a popular motoring magazine. The editor, who is a personal friend, will ensure that the matter

will receive maximum publicity.

Yours….

5. Writing Write a letter in which you complain about the poor quality of the after-sales services of the firm that

sold you 20 computers and 2 OHPs, including the following suggestions:

begin with a reference to the date of the original letter of complaint and to the purpose of your

letter

express your concern over the writer‘s troubles and your appreciation that he has written you

conclude cordially, expressing confidence that you and the writer will continue doing business

LETTER OF APOLOGY AND SETTLEMENT

1. Reading Read the following letter and fill in the blanks with the missing words. You will find the vocabulary

items at the end of each paragraph.

Dear Mr. X

We were most 1…. to receive your letter of 1 September 2003 and have given it careful 2. …. Please

accept our 3…. for the delay in replying. I must explain that Mr. B was suddenly taken ill and your letter

was 4…. put on one side. I have been asked to take over where he left off.

Apologies, accidentally, consideration, concerned

On re-considering the 5. … we do realize that you were 6. …. in a difficult position. We appreciate that

you felt it would have been 7…. to expect you to stick to the fine print on the contract. Therefore we are

happy to 8… our cheque for $ 10, 000. We would not like you to think however, that we 9…. produce

unsafe sewing machines. On checking with the main agents of Toronto they confirm that the assembling

disfunctions could not have been discovered without 6 months use and careful examination which, I

have to remind you, was not possible since you ordered the machines in a shorter period of time. You

have our 10…. that the misfortunes of the production process will disappear. We hope that in spite of

these problems, you still will consider us your main deliverer.

Negligently, unreasonable, assurance, circumstances, enclose, placed

2. Vocabulary. Some useful expressions for: Referring: Further to…/ With reference to…? I am writing in connection with…/ With regard to…

Giving bad/ good news: I regret/ am sorry/ am happy/ am pleased/ am delighted to inform/ advise/tell

you that….

Saying what you can/ cannot do: We are/ are not able to….

Giving reasons: This is due to…/ owing to…/ because of…/ as a result of….

3. Writing Identify a business problem/ circumstance you have to apologize for. Write the corresponding letter.


ORDERS

The order is a simple type of direct request.

Elements of the order form:

Direct statement of the request: Please send me/ ship…

Justification, explanation, details (such as: quantity, price/ discounts, size, catalogue numbers,

product description, shipping instructions (date and place), arrangement for payment (method,

time, deposits), cost totals

Courteous close with request for specific action

Order responses:

acknowledging orders – confirmation that the order has been received; this is a positive reply

that contains: introduction (a statement of good news), middle section (summary of the

transaction: delivery date, cost of the merchandise, shipping, taxes, explanation of the problems

that might have arisen, credit terms,); closing section (resale information, sales promotion,

expressed intention for future dealings)

bad news about orders entailed by some situations such as: unclear orders, back orders,

substitutions, unfillable orders, and nonconforming orders.

1. Discussion Is there any difference between an order letter and an order form?

Consider the following beginnings of an order letter:

I need the following items…

I would appreciate your sending me the following items…

Can you send me the following items…

I would like to have the following…

Please ship the following items…

Specify the situation in which you will use each of them. Bring arguments in favour of your statement.

2. Reading Read the following order and evaluate it (good/bad), pointing out your criticisms of its bad parts.

We are interested in 10 washing machines for our new hostel. Because we are considering your

company as the supplier please send us any model you have. The price should be acceptable. We would

appreciate receiving your reply by October 5.

3. Writing 3. 1. Lots of products are being advertised in your local newspaper. Choose one and write an order for

that product.

3. 2. You will deliver a course of lectures about ……….. and you know that there isn‟t too much

bibliographical material on this subject at the library. Therefore, you have to order the following books

published by …………. Find their description in their sales literature and then write the order letter.

……. (you want 2 hardcover books for the library and 10 paperbacks for your students.)

…… (you want 1 hardcover book for the library and 10 paperbacks for your students.)

……(you want 2 hardcover books for the library and 10 paperbacks for your students.)

Because you have ordered from ………. in the past, they will bill you for the total cost plus shipping

charges. As your course of lectures will begin in 19 days, you will request rush delivery.


E-MAIL CORRESPONDENCE

Usual business letters sent and received by post are less and less common. They have widely been

replaced by e-mail correspondence, which has induced a considerable modification of the business

correspondence style. Here are some characteristics of e-mail correspondence:

Email messages are often written in order to obtain or exchange information about a business

related topic. They also often need to bring about a certain action. For example, a writer may want to

find out about something quickly from one of his or her colleagues or they may want to send them some

information. They are usually used in internal correspondence – between business people at the same

company as part of an intranet system – but they can also sometimes be used between two different

companies, for example between a supplier and one of their customers.

Email messages often need an informal or casual tone, because they are usually written between people

who have an established relationship and/or between colleagues who know each other well.

Business people often have to answer large numbers of email messages everyday, so they have to be

written very quickly without very much time available for editing the text.

Structure of Email messages. Email messages usually have a very straightforward structure.

The writer will often provide a context for the reader in the subject line in the header and then begin

their text immediately as if they are continuing a conversation. Like in a business letter, writers usually

identify the action or information they need and they sometimes provide extra information for the reader

of the message. Here is a possible structure for an internal email message:

Context in subject line

Extra information – if necessary

Request for information or action

Layout. Email messages are usually much less formal than business letters. The employees working

within the same business organization will often use first names only, e.g. John, at the beginning of an

email message without adding Dear as a salutation. In the same way, email messages often end in an

informal way, e.g. Regards and they almost never use Yours sincerely.

Sometimes writers pre-programme the close of their email messages so that they automatically include a

closing phrase, like Regards, and then details of their name and (internal) address.

Tips for Email messages

Style tip 1: Writers often use contractions in email communication, e.g. I‟m instead of I am, or don‟t

instead of do not.

Style tip 2: Writers often use abbreviations in email communication, e.g. asap instead of as soon as

possible.

Style tip 3: Many corporations recommend that their staff do not use capital letters in their email

communication as this can be misinterpreted as impolite, and as if the person writing the email message

is shouting. (Source for E-mail messages: Mulholland, J. (1999). E-mail: Uses, issues and problems in an institutional setting.

In F. Bargiela-Chiappini & C. Nickerson (Eds.), Writing business: Genres, media and discourses (pp. 57-84).

London and New York: Longman.

Ziv, O. (1996). Writing to work: How e-mail can reflect technological and organizational change. In S. Herring

(Ed.), Computer-mediated communication: Linguistic, social and cross-cultural perspectives (pp. 243-264).

Amsterdam and Philadelphia: John Benjamins.)

(Source:http://www.albion.com/netiquette/book/0963702513p91.html)

Practice. Write a corporate email message using the following instructions:

You are Bart de Wit, technical manager for a research and development department at a large

multinational corporation based in Den Bosch. You have received a request from an internal client, John

Smith, to rush through the analysis of one hundred chemical samples – the ABC Batch - before a very

http://www.albion.com/netiquette/book/0963702513p91.html


important meeting of senior management in two weeks time. Unfortunately you are very short staffed at

the moment and you may not be able to meet the request. On the other hand, you do not want to lose

John Smith as a customer and you know that he has the option of sending his samples to an external

contact.

Email John Smith and deal with his request. Try to write your text as quickly as you can without too

much editing.

Test your knowledge in letter writing

1. Present orally three types of business letters you know and underline their specific characteristics.

2. You are a textile company tailoring sportswear for famous football teams. Write inquiry letters to:

football clubs, enquiring why payments have not been done yet

your suppliers, announcing them that you didn‘t receive an important quantity of material you

have already ordered and paid and enquiring about the reasons of the delay

3. Considering the same two situations from 2., write two letters of complaint, one mild complaint and

one strong complaint.

4. Which is more effective – a letter of complaint or an inquiry letter?

5. Write an answer to one of the two letters from 2.

6. Home assignment: look for a business letter on the internet and write a letter to a friend you haven‘t

spoken to for many years. Compare the two letters. What do the two letters have in common, what

differences have you noticed?

7. Speak about the layout of a business letter.

8. Name the characteristics of Block Style.

XIV. COMMUNICATION INSIDE THE FIRM: MEMOS, MINUTES, REPORTS

MEMOS

BASIC NOTIONS

MEMO LAYOUT

The memo is usually used for the routine, day-to-day exchange of information within a company.

A typical memo contains:

Date:

To:

From:

Subject:

Many organizations have memo forms printed and contain the 4 pieces of information (arranged in

almost any order, as long as they are present).

The characteristics of a memo are:

The subject line must be short but still informative.

The memo often has internal headings.

Qualities of a good memo: clarity, careful arrangement, neatness; to help recipients understand

at a glance what they have received and from whom.

Sometimes memos are addressed to groups of people: All Sales Rep, Production Group,

Assistant Vice Presidents, etc.

A memo does not require a complimentary close or a signature.

1. Discussion What are the advantages of using memos inside the organization?

What are the differences between a memo and a letter, a memo and a report, a memo and the minutes of

a meeting?

2. Reading 2. 1. Read the following memo and identify its component parts. It is a memo addressed to the Heads of

Departments by the Managing Director. How will each receiver react to it? Comment upon the action

they will take.

To: NN Sales Date: 1 August 2006

BB Accounts From: AA (MD)

CC Advertising

MM Legal

TT R & D

PP Production

Subject: Annual Sales Meeting – 1 September

Our company organizes the annual meeting with our customers on 1 September. The program is as

follows:

Time Subject Participants

9-12 new products presentation BB, TT, PP


12-12. 30 coffee

12. 30- 13.30 visit R&D department, new location

lunch

14.30 – 16.30 placing orders, discussing terms of delivery

The product presentations will be made in the Conference Room. Will participants please brief me in

writing before 15 August?

I hope you will be able to join us for the cocktail party at the Intercontinental.

2. 2. Here are several types of memos (1-10) you may be asked to write or answer to in your future

career. Read the list and try to find an appropriate description for each of them.

1. persuasive memos; 2. for direct requests; 3. for intercultural communication; 4. for reports; 5. of

acceptance; 6. of authorization; 7. containing directives; 8. inter-office memos; 9. for justification

reports; 10. responding to requests

a. a written document that authorizes you to do something (e.g. write a report)

b. it acknowledges the assignment to do something (write a report)

c. they tell employee what to do for conveying bad news: in a memo, bad news comes before the reasons

d. say what you want to know, why you want to know, why it is in the reader‘s interest to help you

e. memos written to and from subsidiaries, branches, or joint venture partners, or written to clients or

other outsiders. You should be clear (use concrete, explicit words, simple and direct sentences, short

paragraphs, headings)

f. used to persuade top management to approve a proposed investment or project; they could be brief,

informal memos.

g. written to solicit funds, favors, information, or cooperation

h. periodic reports describe what has happened in a department or a division during a particular period

i. written to provide an answer to requests

j. written to people within one company; they are more direct, concise, and less formal; the opening and

closing phrases are omitted (adapted from Bovée, Thill 1992)

2. 3. Read and discuss the good/ bad points of the following memo:

Date: 5 may 2003

To: Managing director

From: assistant manager, Loan Division

Subject: Outcome of loan negotiation

As a result of your request – to have the summary of my meeting with Ms. Nicholson regarding her loan

request, I report the following:

Ms. Nicholson, who wants to start up a fitness centre, came today to our bank asking for a loan to

support her financial needs related to this matter.

Considering the re-organizing activity our bank is experiencing, after the merger with the Continental

Bank, I decided to take care personally of Ms. Nicholson, just to make sure her request will be treated

appropriately and the credit would be a viable one for our bank.

In spite of the fact that she was told that it takes time for a bank to approve a loan (since we need to

check the papers, to estimate the feasibility of the business plan she may come with, etc.) she came

prepared to sign the papers and take the money just after our meeting.

Ms. Nicholson‘s impatience seemed to be trifling compared to what came next. In 15 years of work I

have never heard something like that: MS. NICHOLSON HAD ABSOLUTELY NO IDEA HOW

MUCH MONEY SHE NEEDED FOR SETTING UP HER BUSINESS!


Ms. Nicholson refused to accept my argument that is inconceivable for a person who wants to run a

business not to know the financial issues related to its activities. She argued that she considered her

professional skills to be enough for the success of her fitness club and that she does not have to know the

financial data from her business plan by heart. Moreover, she was very reluctant, she did not seem to

accept my doubts regarding the success of her business and took it personally, starting to complain about

our bank‘s policy

In conclusion, though I do not intend to contest Ms. Nicholson‘s skills as a sports instructor, I consider

that our bank could not possibly accept the high risk to make a loan to a person who does not seem to

have the ability to manage a business. I think that I do not need any other argument to support my

decision to refuse Ms. Nicholson‘s request for a credit.

Is the memo adequately written? Would you have any suggestions for its improvement?

2. 4. Read the following memo reporting an accident, addressed to an insurance company in order to

obtain money to repair the damaged car.

Is the memo adequately written? Would you have any suggestions for its improvement?

Date: 1 May 2003

To: ARDAF Insurance Reinsurance Company

From: Tom Smith

Subject: Car accident

On 23 April 2003 I was driving the motor lorry with the registration number CX 473, with the semi

trailer YZ 209 from York to Manchester on the M 45. I was driving according to regulations on the left

lane.

At Junction 7 on the motorway I was outran on the left side by a green vehicle whose registration

number I was unable to see. After getting in front of my lorry, the driver lost control of the wheel,

crossing transversely the three lanes on the right, hitting the right parapet, being thrown back and hitting

the back of the trailer, the right corner of the bumper.

We waited for the police to come and they asked for all documents and the amount of $ 300. They took

the green card and they didn‘t want to return it saying that this was the procedure.

I put down the address of the police officer who took my green card.

I do not consider myself guilty for the accident as I was driving according to regulations. The car had an

excessive speed, the driver losing control of the wheel

3. Comprehension Re-write the two memos.

4. Vocabulary Re-read the memo from 2.3. and find synonyms for: viable, feasibility, trifling, reluctant, refuse.

Re-read the memo from 2.4. and find antonyms for outrun, lose control, guilty, excessive.

5. Language focus CAUSE AND EFFECT

A. The relationship cause-effect can be viewed in two directions:

a. cause effect: lead to, result in, bring about, give rise to, account for, be responsible for

Government spending resulted in low unemployment rate.


b. effect cause: to result from, arise from, stem from, be attributable to

Low unemployment rate is attributable to higher government spending.

B. The relationship cause-effect is linked by conjunctions: because, as, since

Their products sell on the market because their high quality.

C. The cause is introduced by an adverb phrase: because of, due to, owing to, on account of, as a

consequence of

He sold all his stocks. This is owing to the deceiving information he got from his broker.

D. The cause (in one sentence) is linked to an effect (in the following sentence) by a connector:

therefore, so, accordingly, consequently, as a consequence/result, hence, thus, because of this, that’s

(the reason) why

Banks offer high interest rates. As a consequence, a lot of small firms will make deposits instead of

investments.

OBLIGATIONS AND REQUIREMENTS

The person/ situation causing the obligation = the obliger

The person receiving the information = the obliged

Obliger

Oblige someone to do something: require, force, compel, make, demand, oblige

Oblige someone not to do something: prohibit, forbid, ban

Not oblige someone to do something: not require, not force, not compel, not make

Obliged

Obliged to do something: must, have to, need to, be required to, be supposed to, be

forced to

Obliged not to do something: must not/mustn‘t, not be allowed to, not be permitted to,

be prohibited from, may not, cannot/can‘t

Not obliged to do something: need not/ needn‘t, not have to, not need to (adapted from Brieger, Sweeney 1994: 191-192)

Revision for modals

FUNCTION MODAL VERB EXAMPLE

OBLIGATION MUST Used when the speaker has the authority:

You must write the report till tomorrow.

HAVE TO (have got to) Used when someone else has the authority:

You have to be punctual (the policy of the

firm requires it).

HAVE TO Used for repeated, general obligation: I often

have to do all the work myself.

OUGHT TO Used for moral obligation/ duty: You ought

to pay him a visit. You ought not to be so

rude with them.

BE SUPPOSED TO Used for an obligation resulted from an

arrangement or regulation: They are

supposed to deliver the goods tomorrow.

PROHIBITION MUSTN‘T You mustn‘t speak on the phone all day long.

BE NOT TO A strong prohibition: You are not to merge

with them.


COMMANDS IMPERATIVE Close the door!

BE TO Strong commands: You are to give them an

answer immediately!

PERMISSION

(asking for…)

CAN In informal situations: Can I smoke?

COULD In formal situations: Could I take your car?

MAY Very formal: May I see him now?

WOULD Would you mind if we leave now?

Giving

PERMISSION

CAN/ MAY (never COULD) Yes, you can/ may.

REQUESTS CAN/ COULD Can you help him?

WILL (informal, you don‘t have

to be very polite)

Will you close the door?

WOULD (more polite/ formal) Would you answer the phone?

Would you mind writing the report?

ADVICE SHOULD You should be punctual.

Should we do that?

SHOULD HAVE An action not completed: He should have

learned more.

HAD BETTER You‘d better tell him the truth.

NECESSITY NEED TO I need to get that job.

LACK OF

NECESSITY

DON‘T NEED TO, DON‘T

HAVE TO, NEEDN‘T

You needn‘t be so rude.

POSSIBILITY Present/ future possibility:

MAY, MIGHT, COULD +

short infinitive

He may be a good doctor.

PROBABILITY Present/; future probability:

SHOULD, OUGHT TO

They should be in London by now.

Past probability/ not

accomplished past probability:

SHOULD HAVE, OUGHT TO

HAVE + past participle

They should have met the Japanese by now.

We should have met them while in New

York (not now.)

DEDUCTION MUST He must be your friend

CAN‘T, COULDN‘T It can‘t be him.

Past deduction: MUST/ CAN‘T/

COULDN‘T + have + past

participle

They must have met him.

She couldn‘t have reacted like that.

6. Speaking Discuss the need for conciseness and clarity in memo writing.

Is there any difference between printed memos and electronic memos?

7. Writing 7. 1. Consider the following situation:

You are a supervisor interested in your employees‘opinion about the quality of food at the canteen. You

give them a questionnaire and ask them to respond to the questions. (2 par.)

You request action: you make some suggestions for improving the service activity at the canteen and ask

your employees to vote for them. (1 par.)


You end the memo like that: Please feel free to make additional signed or unsigned comments at the

bottom of this memo. Return your completed questionnaire by Friday.

Your task is to write the memo, following the suggestions above.

7. 2. Situation: Your firm “Starcraft Engineering” changes its policy of working hours and introduces a

new flex-time schedule to the R&D team. The components of the project are:

work 40 hours a week

work a minimum of 4 days a week

work no more than 12 hours a day

the employees may schedule work time as they please

the employees must declare their work hours during the previous week

the supervisor will record each employee work schedule

the employees who wish to try this new project must stay on it for three months before returning

to the current policy

The employees must sign up for this plan by 1 June 2003, in order to use it.

You are Anna Thomson, the Project Manager. Write a memo to all employees in R&D department,

presenting them the conditions of the flex-time schedule and reminding them that they have to sign up

for the plan by 1 June 2003.

7. 3. Memo writing again!

Assume that you are Tran Crozier, director of the Human Resources Division of IBM at

Franklin Lakes, New York. Both day- and swing-shift employees need to be reminded of the parking

guidelines. Day-shift employees must park in Lots A and B in their assigned spaces. If they have not

registered their cars and received their white stickers, the cars will be ticketed.

Day-shift employees are forbidden to park at the curb. Swing-shift employees may park at the

curb before 3:30 p.m. Moreover, after 3:30 p.m., swing-shift employees may park in any empty space—

except those marked Tandem, Handicapped, Van Pool, Car Pool, or Management. Day-shift employees

may loan their spaces to other employees if they know they will not be using the space.

One serious problem is lack of registration (as evidenced by white stickers). Registration is done

by Employee Relations. Any car without a sticker will be ticketed. To encourage registration, Employee

Relations will be in the cafeteria May 12 and 13 from 11:30 a.m. to 1:30 p.m. and from 3 p.m. to 5 p.m.

to take applications and issue white parking stickers.

Write a procedure memo that reviews the parking guidelines and encourages your employees to get

their cars registered. Use itemization techniques and strive for a tone that fosters a sense of cooperation

rather than resentment. (http://www.io.com/~tcm/busi1304/planners/guffey815.html)

7. 4. Letter-writing in memo form! Consider the following situation:

At lunch one day you had a stimulating discussion with Barbara Wilson, your company

attorney, about e-mail privacy. You brought up the topic because you will be attending a conference

shortly on Internet uses and abuses, and you will be serving on a panel discussing e-mail privacy. As

you recall, Ms. Wilson emphasized the fact that the employer owns the workplace. She said, "It owns

the desks, machines, stationery, computers, and everything else. Employees have no legal right to use

the employer's property for personal business."

Equally important, however, is the recognition of a right to privacy, even in the workplace. "If

an employee can demonstrate that the employer violated his or her reasonable expectation of privacy,"

said Ms. Wilson, "then he or she can hold the employer liable for that violation." You also remember a

rather startling comment. Ms. Wilson said that an employer may listen to or read only as much of a

communication as is necessary for the employer to determine whether it is personal or business. You

wonder if you remembered this conversation accurately.

http://www.io.com/~tcm/busi1304/planners/guffey815.html


Because one of the topics your panel will discuss is whether employers may monitor e-mail, you decide

to write to Ms. Wilson, asking her to confirm what she said. (http://www.io.com/~tcm/busi1304/planners/guffey828.html)

7. 5.

Your boss, Fred Knox, had scheduled three appointments to interview applicants for an

accounting position. All of these appointments were for Friday, October 7. However, he now must travel

to Philadelphia on that weekend. He asks you to reschedule all the appointments for one week later. He

also wants a brief summary of the background of each candidate.

You call each person and arrange these times. Paul Scheffel, who has been an accountant for 15

years with Bechtel Corporation, agreed to come at 10:30 a.m. Mark Cunningham, who is a CPA and a

consultant to many companies, will come at 11:30. Geraldine Simpson, who has a B.A. degree and eight

years of experience in payroll accounting, will come at 9:30 a.m. You're wondering if Mr. Knox forgot

to include Don Stastry, operations personnel officer, in these interviews. Mr. Stastry usually is part of

the selection process.

Write a memo to Mr. Knox including all the vital information he needs. (http://www.io.com/~tcm/busi1304/planners/guffey823.html)

MINUTES

MINUTES LAYOUT

SUBJECT:

DATE:

PRESENT: (attendees are listed, generally by rank, in alphabetical order, or in some

combination)

ABSENT:

THE BODY OF THE MINUTES

includes all major decisions reached at the meeting, all assignments of tasks to meeting

participants, all subjects that were deferred to a later meeting

it objectively summarizes important discussions and the names of those who contributed major

points

additional documentation may be added, if necessary (i.e. tables, charts, reports, etc.

CLOSE

ending formula: Submitted by (signature of the person who took the minutes, followed by the typed

name and position of the person); the typist initials should be added if someone else typed the minutes.

1. Discussion What is the difference between the agenda and the minutes of a meeting? When, why and how are they

used?

2. Reading Read the following article about taking minutes. Decide whether the following statements (1-7) are true

(T) or false (F).

1. The minutes will reflect the way in which the meeting was organized.

2. The minutes-taker should be a participant in the meeting.

3. The Chairperson will clarify any points that might have been made by the minutes-taker.




4. It is not necessary that the minutes-taker note if any of the attendees arrives late or leaves early.

5. All background information used at the meeting should be provided to the minutes-taker.

6. You shouldn‘t discuss business that is not on the agenda at the meeting.

7. The minutes-taker needn‘t record every action taken, especially if they seem trivial to him/her.

Taking minutes

Taking minutes is a necessity of many organizational gatherings. It is a final accurate record of

what transpired at a meeting. It does not have to be a difficult task. The following article addresses some

basic items to remember when taking minutes at a meeting.

The meeting needs to be organized. If a meeting is not structured or if it is disorganized, chances

are the minutes will reflect this. Make sure that the Chairperson holding the meeting understands the

fundamentals of what must occur. This will be the first step in the whole process running smoothly.

The minutes-taker should not be a participant in the meeting. In order to allow for the minutes-

taker to pay the best attention possible, he or she should not be a participant in the meeting — only the

taker of the minutes. Their sole responsibility should be that of taking the minutes.

The minutes-taker should sit as close as possible to the Chairperson. Having the minutes-taker

sit close by the Chairperson will make it easier for that person to clarify any points that might have been

made.

The minutes-taker should have a list of all attendees at the meeting and a copy of the Agenda. If

this is not possible, before the meeting begins, pass around a piece of paper for everyone to print his or

her name on. For the record, it should be noted if any of the attendees arrives late or leaves early.

The minutes-taker should have at his or her disposal the agenda for the meeting and a copy of

the minutes for the last meeting. All background information pertaining to the meeting should also be

provided to the minutes-taker. They may need to refer back to this information during the meeting. The

whole process can flow much more smoothly if the minutes-taker has some knowledge of the subjects to

be discussed.

The minutes should reflect the name of the association meeting, the location, date and time of

the meeting as well. An example of this would be; ―MINUTES OF THE MEETING OF ABC

COMPANY‖, January 1, 2000, Tucson, Arizona, the Hilton Hotel on Broadway Avenue, 8:00 am.

It is best to stick to the agenda as much as possible in order to keep all information on record. Do not

allow any business to be discussed that is not on the agenda. This will make for mass confusion.

In case the minutes-taker become distracted and misses something at the meeting, having a tape

recording of the meeting can be of great value. It can be replayed for the vital information that might

have been overlooked.

Record motions properly. A motion is a formal suggestion made by an attendee at the meeting

that has been seconded by another attendee, and then passed by a vote. The minutes-taker may need to

restate a motion after a lengthy discussion. It is therefore very important to record these motions exactly

as they have been stated. An example of how to document a motion is as follows: Moved, seconded, and

carried that all members of the Board will receive a three percent cost of living raise. Be sure to list the

names of all attendees making and seconding any motions.

The minutes-taker should record every action taken, whether they seem trivial or not. If there are any

questions regarding importance, the minutes-taker should speak to the Chairperson as soon as possible

after the meeting.

After the meeting has finished, the minutes must then be transcribed into the style that was

previously followed. This should be done as soon as possible. There are three basic styles for minutes. It

is best to keep the minutes in the same style as they were recorded in the previous months meeting. The

following styles for minutes are:

Report – this is a full record of all discussions that includes the names of all speakers, movers

and seconders of any motions, written in a narrative style.

Minutes of Narration – these include some of the discussions that took place and important

details. This style of minutes is considered a legal document.


Minutes of Resolution – these are limited to the recording of the actual words of all resolutions

that were passed. Movers and seconders are not recorded. Each resolution that is made

commences RESOLVED THAT. This style of minutes is also considered a legal document.

Minutes-taking is a necessity for formal meetings, yet it doesn‘t have to be difficult. Use the tips listed

above the next time you or someone else needs to take the minutes at a meeting. Good luck! (http://iaia.essortment.com/takingmeetingm_rrga.htm)

3. Comprehension Answer:

What are the three styles for minutes?

Which of the three styles do you consider the most effective for the company you work for? (or an

organization you know)

4. Vocabulary In each of the following paragraphs (1-6) there are four underlined parts, A, B, C, and D. For each

sentence, find the underlined part, A, B, C, or D, that makes the sentence incorrect. There is always one

possible answer.

Writing meeting minutes

1. It is estimated that (A) up to 70% of small and medium size corporations in the United States are not

(B) in compliance to their State or Federal Requirements. They do not document their corporation

meetings with minutes, (C) have them recorded, signed, and installed in their corporation record's book.

One of the main reasons is that their meeting minutes are incomplete and improperly recorded (D) due

to the lack of appropriate systems and tools to accurately record meeting minutes.

2. EasyScript/ComputerScript was introduced (A) to writing and typing faster, easier, and more

efficiently than any method (B) you have ever used. This revolutionary way to learn speed writing and

typing will enable you to take meeting minutes quickly and accurately. (C) It doesn't take long to learn,

just a few hours, and you (D) can become effective taking meeting minutes and more comfortable with

this work assignment.

3. Real-time captioning and speech-to-text systems provide an accurate transcription of words (A) for

they are spoken into text. These systems (B) are mainly used in the courtrooms and for deaf and hard of

hearing individuals to provide real time translation from speech to text and a written record that (C) can

be reviewed later. Currently, two major options (D) are available to provide real-time captioning and

speech-to-text processing.

4. The steno-based systems use a 24-key machine to encode (A) phonetic spoken words and to enter

them into a computer where they are converted into readable text and (B) can be displayed on a

computer screen or television monitor (C) in real time. These systems are also called CART (computer-

aided real-time transcription) because they are often transported from one location to another on wheels.

(D) Due to the high cost of equipment and stenotypist training, steno-based systems are mainly used in

courtrooms when verbatim is required.

5. For computer-aided note taking systems (CAN) a standard keyboard is used to input words in an

abbreviated form as they are being spoken and transcription software translates the abbreviations (A)

into readable format. For non-verbatim applications (B) such as meeting minutes, tape and message

transcription, and order/message processing, computer-aided note taking systems are (C) more costly

effective. The method of abbreviating words is a major factor of how efficiently you can process and

enter verbal information (D) in an abbreviated form.


6. Existing typing abbreviation systems (Instant Text, Productivity Plus, ShortCut Windows and

Abbreviate) assign a unique code (A) to each word. You will need to memorize tens of thousands of

abbreviations to type efficiently. If you don't remember the codes you (B) will not able to retrieve a

corresponding full word. In addition, these systems do not provide codes for all words and the user has

to create additional abbreviations. In contrast, Computer script (C) assigns all words to five basic

categories and you only need to learn one rule per specific category. As a result, learning curve and

memorization volume are drastically reduced and attaining proficiency can be achieved in (D) a short

period of time. (http://www.easyscript.com/meetingminutes.html)

5. Language focus Independent work: revise the SEQUENCE OF TENSES.

6. Speaking Point out the importance of the minutes of a meeting.

7. Writing Prepare the formal minutes of a meeting you have attended. Present it to your colleagues.

Test and practice

Write the minutes for an imaginary business situation.

Supplementary material

Read the following minutes. Identify its components.

MINUTES OF THE

CITY OF … – COUNCIL MEETING

January 11, 2005

A regular meeting of the City Council of the City of … was held January 11, 2005 at 7:07 p.m. in the

City Council Chamber at City Hall, 2222 Camino Ramon, Mayor Wilson presiding.

PRESENT: Council members …, Vice Mayor … and Mayor Wilson.

STAFF PRESENT: City Manager …, City Attorney …, Police Chief …, Parks and Community Services

Director …, Planning Services Director …, and Interim City Clerk …

* * * *

Mayor Wilson announced that the Council met in closed session to …

* * * *

ANNOUNCEMENTS

Mayor Wilson asked if there were any changes or additions to the agenda. The Interim City Clerk noted

that there were none.

Mayor Wilson asked if there were any changes or additions to the Boards, Committee and Commission

meetings schedule. The Interim City Clerk noted that there were none.

* * * *

PRESENTATIONS

Mayor Wilson recognized San Ramon Police Officers … and … as Police Officers of the Year for 2004.

Each officer received a plaque and was presented with a bouquet of flowers for their significant others

by the Mayor.

Detective …, Sgt. …, Officer …, and Officer … were thanked for their service to the San Ramon Police

Department by Mayor Wilson. Those in attendance were presented with a plaque, a certificate, and

flowers for their significant others by the Mayor.


Mayor Wilson thanked the officers for their service, for continually demonstrating excellence in the

execution of their duties and for their significant and valuable contributions to the City.

* * * *

CITY COUNCIL APPOINTMENTS

The Interim City Clerk noted that there are none.

* * * *

PUBLIC COMMENT

The Interim City Clerk reported that two people have requested to speak under Public Comment and that

one fax was received relating to Item 8.2.

Theo N. spoke on behalf of Soroptomist International of San Ramon. She invited interested individuals

to attend their monthly meeting on the third Wednesday of each month at 12:15 p.m. at the Crow

Canyon Country Club in Danville. She also described their winter fund raiser which is a performance of

the "Wigged Out" show in Danville on February 26 includes a raffle with great prizes. Interested persons

may contact her for additional information.

Mike C. thanked the Mayor for attending the December 29, 2004 Sentinels of Freedom meeting at San

Ramon Valley High School. This event recognizes and honors returning local military servicemen. Six

San Ramon servicemen were among the fourteen honored. Mr. C. recognized the Mayor‘s efforts and

said that he appreciated the Mayor‘s support of the program.

Mayor Wilson thanked Mr. C. for his service on this project.

* * * *

APPROVAL OF MINUTES

Vice Mayor Livingstone‘s motion to approve the minutes of the December 20, 2004 meeting was

seconded by Cm. Hudson and passed 5-0.

* * * *

CONSENT CALENDAR

The Mayor requested that Item 8.1, the Stormwater Management and Discharge Control Ordinance, be

removed from the agenda. He requested further evaluation from staff.

Cm. Hudson requested more detail on the definition of the transit village and if there are any stipulations

on the low and moderate income housing projects.

Cm. Rowley asked to remove Item 8.2, concerning the carpet cleaning agreement, from the agenda.

Communication was received on this item. The item was referred to staff.

A motion by Cm. Perkins to remove items 8.1 and 8.2 from the Consent Calendar was seconded by Cm.

Hudson and passed 5-0.

Cm. Hudson‘s motion to approve the following Consent Calendar was seconded by Vice Mayor

Livingstone and passed 5-0.

* * * *

UNFINISHED BUSINESS

Public Hearing #2 - General Plan Amendment for the N‘s Restaurant Property

The Planning Services Director reported that this is the second public hearing in a series of three

required under Measure G. The General Plan Amendment is being submitted to correct a mapping error

and the appropriate designation for this property. He noted that the Planning Commission has conducted

the required hearings and they unanimously recommended forwarding the item to the City Council for

its approval. He requested that the Council open the public hearing, accept public testimony, and

continue the public hearing to the next Council meeting for consideration of the resolution and

ordinance for approval and adoption.

Cm. Hudson clarified that the item would be discussed at the January 25th Council meeting and not at

the January 22nd

workshop.

No public comments were received.

Cm. Hudson‘s motion to continue the public hearing to the next Council meeting for action was

seconded by Vice Mayor Livingstone and passed 5-0.

* * * *

NEW BUSINESS

Grant Funding Agreement for Child Care Facility at Bollinger Canyon School


The Parks and Community Services Director said it was the recommendation of staff that the Council

adopt Resolution 2005-01. He remarked that the City funded the original building in 1989 with the

adoption of the Child Care Ordinance. The San Ramon Valley Unified School District has approved a

new master plan for the entire Bollinger Canyon site with the exception of the kindergarten and the new

multi-purpose room and this plan requires the relocation and retrofitting of the child care facility. He

noted that Kids‘ Country is in a position to rebuild and they need to replace the structure with a building

that conforms to current seismic requirements and State building codes.

The Director noted that the Finance Committee met on December 8, 2004 to review the proposal and

recommended forwarding the item to the Council for its approval.

The Parks and Community Services Director introduced Mr. Leonard H., Executive Director for Kids‘

Country.

Mr. H. thanked the Council for the opportunity to speak to them about the project. He introduced his

staff, reviewed the history of Kids‘ Country operation at Bollinger Canyon School, and recapped their

experiences with the other sites that they operate in San Ramon.

There were no questions from the Council. There was no public comment.

Cm. Rowley observed that this is another example of a wonderful partnership between Kids‘ Country,

the San Ramon Valley Unified School District, and the City which benefits everyone.

Cm. Hudson‘s motion to approve the resolution was seconded by Cm. Rowley and passed 5-0.

* * * *

CITY MANAGER COMMENTS

The City Manager had no report.

* * * *

COUNCIL MEMBER REPORTS

Cm. Hudson reported that the last SWAT meeting included a General Plan Amendment (GPA) from

Danville. The GPA included 55 homes and some commercial buildings at the former Navlet‘s site. The

procedure to do the GPA was brought under review by Supervisor U.

Cm. Rowley complimented the Mayor on the State of the City address which he presented at the January

11, 2005 Chamber of Commerce luncheon. She also invited the public to attend the Dublin San Ramon

Women‘s Club‘s First Annual Art Auction and Wine Event on January 30, 2005 from 1:00 to 5:00 p.m.

at the San Ramon Golf Club. Tickets are $35 per person.

Cm. Perkins thanked former Vice Mayor Hudson for his service last year, for training him in the ways of

Council procedures, and for nominating him to the Hazardous Waste Commission. He added that he is

looking forward to working with Vice Mayor Livingstone. He noted that he will not be present for the

January 25, 2005 City Council meeting. He invited citizens to bring any hazardous material concerns to

his attention.

Mayor Wilson asked for a moment of silence for the tsunami victims.

There being no further business to come before the City, the meeting was adjourned at 8:12 p.m.

Signed:

H. Abram Wilson, Mayor

Patricia Edwards, Interim City Clerk

Approved: January 25, 2005 (http://www.ci.san-ramon.ca.us/councilminutes/yr2005/ccmins01-11-05.html)

REPORTS

BASIC NOTIONS

A business report is an orderly and objective communication of factual information that serves

a business purpose.

Prerequisites of a good report:

Carefully prepared

Unbiased approach

Based on real events, objective records and accurate data

Useful for the organization

Read about the types of reports and their characteristics. What kind of reports have you already

written?

Types of reports Characteristics

A. SHORT (the most

common in business)

- letter reports (personal

style)

- memorandum reports

(informal style)

- little need for introductory material

- usually begin directly – with conclusions and recommendations

- written in the direct order (it gives the main message first, then

introductory material is presented, findings and analyses, conclusions

and recommendations)

- personal writing is common

- it consists of a title page and the report text

B. LONG - highly elaborate

- it contains ample information

- any type of long reports can also have a short form

- staff report - it follows a fixed plan irrespective with the problem discussed

- especially useful for business problems

- parts: identifying information, summary, problem/objective, facts,

discussion, conclusions, recommendation

- progress report - it presents a review of progress made on an activity

- formal/ informal

- audit report - in short form, it is a standardized statement verifying an

accountant‘s inspection of a firm‘s financial records

- in long form these reports vary so much that they say no typical

form exists

- the technical report - typically organized in a fixed order introduction, methodology,

facts, discussion, conclusion, recommendation

- the proposal (vary in

length)

Definition: a presentation for consideration of something

-types:

invited proposals, e.g. a government agency might have funds to

award for research projects

prospecting proposals, e.g. resemble rational sales letters; a

university department writes proposals to philanthropic foundations

You can write a good report if you are well informed. Read about the report sources; add some more, if

possible.


Report sources

primary sources Facts

Questionnaires (opinions)

secondary sources

Library resources:

- basic references (dictionaries, encyclopedias, almanacs,

biographical reference books, etc.)

- books and articles

- abstracts

- government documents

Computerized databanks

Note cards

1. Discussion Discuss the advantages and disadvantages of formality for the documents used inside the company

(memos, minutes, reports)

Why is direct order preferred in the shorter reports?

2. Reading Do you remember the article about “Ten Technical Communication Myths” by Geoff Hart? Read now

about myth number five which mainly deals with the problem of „how much information the audience

can manage at a single time‟. Choose the best sentence from the list below (A-G) to fill each gap (1-5).

There is one sentence that you do not need. There is an example at the beginning (0-B).

A Our value as communicators lies in our ability to figure out where the barriers to usability lie and

create documentation that guides users as painlessly as possible around the problems.

B This failure to consult the source has led to one of the more pernicious misunderstandings in the

field of technical communication.

C Given the importance of what Miller discusses, we should begin thinking about how to test the

applicability of this body of research in our own unique context so we can begin applying the new

findings to our work.

D All else being equal, readers will always find it easier to deal with fewer items at a time than many

items.

E In effect, this represents the number of cognitive tools typical readers can hold in their mind's hand

(so to speak) and use to attack a problem.

F More interestingly, revisiting an article often leads to inspiration and the discovery of new ways to

build on those old thoughts.

G That may mean we'll have to reconsider an interface design because we're asking users to deal

with too many inputs at once.

The Optimum Number of Steps in a Procedure is 7 Plus or Minus 2

George Miller studied, among other things, human short-term memory, but he is famous for

discovering "the magical number seven." Unfortunately, his publication (1956) is also probably his

least-read. /0 B/ In effect, several generations of writers have made the assumption that (for example)

lists and procedures should contain no more than five to nine steps, based solely so far as I can tell on

the title of Miller's article and the myths that have grown up around it. As it happens, the article actually

discusses the human ability to reliably distinguish categories (for example, distinct shades of gray, sound

levels) and the related issue of "channel capacity," which represents (simplistically) how much

information your audience can manage at a single time. /1__/


I won't try to summarize 16 pages of rich, moderately dense prose by Miller in any depth, both because

I want to encourage you to read the original article yourself and because an update on this subject merits

its own article. /2__/ While we wait for those results to trickle in, two things we already know give us

much to ponder.

We should always go to the source rather than blindly accepting someone else's report of what

that source said. This takes longer and usually requires considerably more thought on our part, but it

greatly reduces the number of myths and misconceptions that we'll perpetrate and perpetuate. /3__/

Miller's study does have intriguing implications for technical communication, even if they're not

the ones we've assumed for almost 50 years. For example, our audiences have very real limits on how

much information they can process simultaneously, and recognizing the existence of these limits means

that we need to better understand how we can help readers to process information. /4__/ As a starting

point for applying Miller's findings, we need to learn to write in such a way as to let readers digest one

chunk of information before we force them to begin dealing with the next one. /5__/ (adapted from: http://www.techwr-l.com/techwhirl/magazine/gettingstarted/tenmyths.html#myth1)

3. Comprehension What does Miller‟s article actually discusses and what trend did it initiated?

Debate upon the need to consult the source when doing research.

4. Vocabulary Read about another myth of technical communication – “You can Make a Bad Interface Easy to Use

Through Superior Documentation”. For each blank (1-15) think of the word that best fits in the context.

Use only one word in each space.

1__ definition, really good documentation makes even the worst interface easier to use—but it will

never 2__ a truly bad product easy to use. I stated earlier that one thing that makes us so valuable 3__

our employers is our ability to think like the product's users, and if something is difficult to use, we

notice it first because we have a devil of 4__ time trying to document 5__ to use it. Our value as

communicators 6__ in our ability to figure out where the barriers to usability lie and create

documentation 7__ guides users as painlessly as possible 8__ the problems.

Unfortunately, that's all that most of us have been able to do thus far, and it's time we began making

concerted efforts to go one step 9__. If we can understand the barriers well 10__ to solve the problems

in our documentation, 11__ we understand the barriers well enough to propose changes in the interface

itself. And we should; increasingly, that's the role we must take 12__ for ourselves. I'm not the first to

recognize this, 13__ am I the first to propose that we do something about 14__. But corporate culture is

often such that making our voices 15__ is difficult, and there are many barriers raised in our paths. (adapted from: http://www.techwr-l.com/techwhirl/magazine/gettingstarted/tenmyths.html#myth1)

5. Language focus EQUATING AND INCLUDING IDEAS

To give more information about an item you can use two types of text connectors:

Equivalence

By designation: the second idea is

identified as the equivalent of the first.

e.g. in other words, that means, namely, that

is to say

Our major investor, namely Mr.

Tanaka, will visit our company

tomorrow.

By reformulation: the first idea is

reworded

Or (rather), (more) simply/ to put it simply,

technically (speaking), in more technical

terms

The value added tax, simply VAT

will rise again.


Inclusion

The first item includes the second:

Exemplification: for example, for instance,

say, such as, as follows

Highlighting: in particular, especially,

notably, chiefly

The economical sciences, such as

management, marketing, and

accounting became a sort of fashion

nowadays.

The economical sciences, especially

management, need a lot of practice. (Brieger, Sweeney 1994: 176)

6. Speaking Discuss the differences between letter reports and memo reports.

Find three major differences in writing short and long reports.

7. Writing

You are the manager of a large high-tech retail store and you are concerned about customers

complaints of late deliveries of computers purchased. You want to know the cause of the delays.

Consequently, in a memo, you ask your assistant to write a short report about this problem. Write the

memo.

You are the manager‟s assistant in the case above. Write the short report.

XV. BUSINESS REPORTS

BASIC ELEMENTS

Essentials in report writing

format letter, memo, manuscript

style formal/informal,

impersonal/personal

organization grouping of ideas

1. Discussion Which are the factors that affect the report format, style and organization?

What types of reports do you know?

Consider the following and fill in the table below with the corresponding types of reports:

Origin: who initiated the report? (yourself = voluntary report; another person = authorized reports)

Subject: What subject does the report cover? (economic, accounting, …)

Timing: When is the report prepared? (routine/ special reports)

Distribution: Where is the report being sent? (internal/ external reports)

Purpose: Why is the report being prepared? (informational reports – focused on facts; analytical reports

– that include analysis, interpretation, conclusions, recommendations)

Probable reception: How receptive is the reader?

Types of reports

Voluntary/authorized

Technical, business, etc.

Routine/ special

Internal/external

………………

………………….

…………………….

Read the following definition of a business report and comment upon it: “any factual, objective

document that serves a business purpose.” (Bovée, Thill, 1992: 343) Can other elements/ characteristics

be added in order to make the definition more clear?

How long should a business report be?

2. Reading 2. 1. Here are some tips for writing a report:

consider the audience before beginning and while writing the report

describe facts or events in concrete terms

be clear and concise

report all the relevant facts

put the facts in perspective

give plenty of evidence for your conclusions

present only valid evidence and supportable conclusions

keep your personal biases in check

Choose one of them and discuss the advantages of using it and the disadvantages of ignoring it. Work in

groups.

B u s i n e s s R e p o r t s

2. 2. General Purposes of the Reports

Match the characteristics of the reports (1-9) with the appropriate type of report (a-i):

1. to monitor and control operations – (help managers find out what‘s happening)

2. to help implement policies and procedures – help managers communicate the company‘s standards

3, to comply with legal or regulatory requirements – explain what a company is doing to conform to

government regulations; they are required by law

4. to obtain new business or funding – sales proposals:

5. to document work performed for a client- it should provide all the information the client needs;

6. to guide decisions on particular issues – help managers make decisions about problems and

opportunities;

7. contain background information and analysis of options

8. used to persuade top management to approve a proposed investment or project

9. analyze problems and propose solutions

a. Troubleshooting reports

b. Plans, operating reports, personal activity reports

c. Justification reports

d. Research reports

e. Memos, guidelines, procedure reports, position reports

f. Interim progress reports, final reports

g. Justification reports or internal proposal report

h. The income tax return, the annual report to a company‘s shareholders

i. Solicited proposals (prepared at the request of clients; meant to show that your organization is better

qualified than your competitors to handle a particular contract), unsolicited proposals (initiated by a

company in order to obtain business or funding on its own)

3. Speaking Work in groups: answer the following questions:

What are the important steps in report preparation?

What does a formal work plan contain?

You have below the answer to the second question but the steps mentioned are not in the right order.

Would you find an appropriate sequence of the actions?

a. presentation of the tasks to be accomplished, indicating sources of information, required experiments

or observations, and restrictions (on time, money, available data)

b. description of the end products that will result from the investigation (e.g. Reports, plans, operating

improvements, tangible products)

c. statement of the problem

d. review of project assignments, schedules, and resource requirements, indicating who will be

responsible for what, when tasks will be completed, how much the investigation will cost

e. statement of the purpose and scope of your investigation


4. Report writing Generally, a report should contain:

A. title page: the report title, the name of the person/ company/ organization for whom the report has

been prepared, the name of the author, the date the report was completed, (contract number, a security

classification, i.e. CONFIDENTIAL); include keywords in your title but omit words and phrases such as

―A study on…‖, ―An investigation of…‖

e.g.: Using personal computers in PR department

Submitted to

Mr. Tom Smith

Chief Executive Officer

AMRO Bank

13 July 2003

by

Anna Thomson

PR director

B. abstract: the representation of the contents, in an abbreviated form; in a paragraph of about 150

words, you should introduce your subject matter, tell what was done and present selected results. The

parts of the abstract are: BASIC ELEMENTS, research problem, body, results and conclusion.

C. table of contents: contains each major section of the report.

D. introduction: your hypothesis, an explanation of your idea, your expectations// introduces the

purpose, scope (outlines the method of investigation), and background of the research (facts that the

reader must know in order to understand the discussion)

E. body: it includes details, data, results of tests, facts, conclusions (it may consist of: a. experiment:

describe the method you used to collect your data and observations; b. discussion: analyze the results; c.

conclusion: summarize your results)

F. recommendations

G. acknowledgements: you should give credit to all who assisted you

H. references: the list includes any documentation that is not your own (books, articles) (adapted from Bovée, Thill 1992: part five Reports and Proposals)

5. Language focus

DESCRIBING TRENDS

Trends are changes or movements. There are three basic trends: ascending, horizontal, descending, each

expressed by several verbs and nouns, as you can read in the following table:


Trends Transitive verbs Intransitive

verbs

Nouns

increase increase increase

raise rise rise

put/push/step up go/be up

grow growth

extend extend extension

expand expand expansion

boom boom

keep/ hold … stable/

constant

remain stable stability

maintain … (at the same

level)

stay constant

decrease decrease decrease

fall fall

drop drop drop

put/ push down go/ be down

decline decline

cut cut

reduce reduction

collapse collapse (dramatic fall)

slump slump (dramatic fall)

Other phrases:

To focus on a particular point: to stand at

Maximum: to reach a peak

You may also need to describe:

The degree of change: dramatically, vast(ly), huge(ly), enormous(ly), substantial(ly),

considerable/considerably, significant(ly), moderate(ly), slight(ly), a little

The speed of change: rapid(ly), quick(ly), swift(ly), gradual(ly), slow(ly)

NOTES

Do not use up after increase, raise, rise and do not use down after fall, drop, decrease

Rise, rose, risen; raise, raised mean ―increase in pay‖: Workers get an annual rise of 10%. (BE) //

Workers get an annual raise of 10%. (AE)

Use: to increase by (with the verb) // an increase of (with the noun)

Use: to rise to (verb) // a rise to (noun)

Interpreting graphs. Useful words and expressions:

Fluctuation, gradual rise, gradual fall, sharp recovery, erratic movements, dramatic fall, decline, take a

plunge, steady increase, level off, a plateau, leap upwards, reach a peak

6. Writing practice a. Read an article and write an informative abstract to convey the main points from it. Try to clearly

summarize and NOT describe the information from the article.

b. You are asked to write a report about the curriculum of your specialty/ the educational system in

Romania/ the academic perspectives/ a random topic. Before you actually write your report, try this

prewriting exercise: provide answers for the following issues:

describe the purpose of your report

describe the most important feature of your report


make a list of anyone who could be involved in writing the report

compile a list of works that you used in your report

describe the ways in which your report proves or disproves other reports (if the case)

describe the background of the report/ topic

describe what you expected to find before you began your research; how did your results differ

from your expectations?

Describe your findings. How can you best represent them: with text, in a table, with a figure?

Describe the consequences of your research. How will it affect future activity of the

organization?

Describe the ideal audience for your report.

If you are seeking to publish your report, describe the journals in which you would like to see

your report appear.

Consider the specific guidelines under which you are working. If relevant, make a list of the sections you

are required to include in your report.

c. Consider the following topics for reports:

a demographic profile (age, gender, socioeconomic status, residence, employment, educational

background) of the students at your college/ university

the best part-time employment opportunities in your community

the best of two health/ gym clubs in your community

actions that can be taken in your community to combat alcohol/ drug abuse

improvements that can be made in the food service at your university

your university‘s image in the community and ways to improve it

your community‘s strengths and weaknesses in attracting new businesses

Choose one topic and write a report.

d. Write a report about the leisure facilities in your native town. Include: sport facilities, cultural

facilities – theatre, museums, etc.

e. Write a report about the consequence of introducing 20 new buses (bought from Icarus) on the

already existing routes of your transport agency. Mention the fact that you had to hire new personnel

(15 bus-drivers) and to train them. Link this project to your future plans of expanding your business.

f. Write a report about the meeting between three bank officials and two groups of students, requiring

capital for their business. The first group wants to open a small shop selling CDs. They have much

knowledge in the field but they don‘t have experience at all in business. The second group operates part-

time computing consultancy for two years already but they still have to improve their market strategy.

Give arguments for the choice of the three bank officials.

g. You are John McGuiver, the manager of the loan department of a commercial Bank. Write a report

to the Board in which you highly recommend Mr. Clark Nicholson as a potential client of the bank.

Highlight his qualities as a businessman and mention some of his profitable businesses. Suggest that the

bank committee may trust him in offering a loan of $ 200, 000 for a new business he wants to start (The

National Gazette, a financial magazine).

h. Imagine that your managing director asked you to investigate the use of paper in your company‟s

offices and to make recommendations for improvement.

First, make some notes on the topic. You will perhaps find out that…

you discussed with…

their opinion is…

Your recommendations could be:..


Draft the report to your MD. In your group or with a colleague, find elements that may fit in the blank

spaces. Only after you have all the necessary information, write the report. Afterwards, read the report in

your group and discuss the quality of the report you wrote.

Test your report writing skills

1. Describe the organization of the conventional short report.

2. Give examples of routine report problems.

3. What is the difference between a letter report and a memorandum report?

4. What are the characteristics of a technical report?

5. Write a report about the impact of mass media in the Romanian business environment.

6. Recommend for your company a city and hotel for holding its annual meeting of sales representatives.

7. What can your company do to improve the quality of its product or service?

8. Investigate the problem of unemployment in your town/city and recommend ways to decrease it.

9. Advise your company on the advantages and disadvantages of hiring students from the local

university.

10. Report to your company on the ethics and effectiveness of subliminal advertising.

XVI. BUSINESS MEETINGS

PLANNING AND STEPS OF A MEETING

BASIC NOTIONS

Definition: The gathering together of a group of people for a controlled discussion with a specific

purpose.

Essential elements of a meeting

PURPOSE: Problem-solving, idea-gathering, training

AGENDA (list of points)

MEMBERS: the chairman, the secretary, the other

participants

RESULT (the goal of the meeting)

REPORT: the minutes of the meeting

Prerequisites of a good meeting:

good chairing skills: controlling, directing conversation towards conclusions, bringing people in,

stopping people talking, keeping an eye on the time, controlling decision-making, indicating

follow-up tasks

good participating skills: listen actively, clarifying problems, sticking to the point

good language skills: asking for repetition and clarification, preventing irrelevance,

paraphrasing, summarizing

good behavioural skills

1. Discussion When should you call a meeting?

Debate upon the importance of the meetings for the business environment.

2. Reading Read the following guidelines for leading a meeting. Find the title (A-F) that best suits each group of

paragraphs (1-6).

A Lead the Meeting

B Provide the Meeting Information

C Schedule the Meeting

D Wrap-up the Meeting

E Create the Meeting Information

F Distribute the Meeting Information

Leading a Meeting

1. When scheduling your meeting, consider the information that must be covered, then allocate an

appropriate amount of time. Don't try to cram too many agenda topics into a 30-minute meeting. You'll

end up going overtime and attendees will become frustrated. On the other hand, don't schedule too much

time or the meeting may become slow-moving and get off-topic. Our advice? Being realistic is the best

way to allocate an appropriate amount of time for a meeting.

B u s i n e s s M e e t i n g s

Don't get caught up on halves and wholes. Many people will automatically allocate either 30 minutes or

a full hour when scheduling a meeting simply because these quantities of time are common and

expected. Schedule a 40-minute meeting if that's the amount of time it takes to cover the subject. Don't

feel pressured to fill an hour if you don't have an hour of issues to cover.

Carefully consider who should be attending the meeting. Only invite those whose attendance is

absolutely necessary. If there's someone who should know what happened in the meeting, but whose

attendance isn't absolutely necessary, send them a quick e-mail outlining the outcomes of the meeting.

All of us already attend too many meetings. These individuals will be thankful for that one extra meeting

they DIDN'T have to attend that week.

2. When sending invitations to a meeting, ask attendees if they have any agenda item requests.

Once the agenda items have been requested, the agenda must be created at least one day before the

meeting is scheduled. This way, you can distribute the agenda to all of the attendees before the meeting

begins.

3. When participants have the agenda and access to background information before the meeting, it

gives them sufficient time to prepare for any discussions or decisions that will occur during the meeting.

This also saves time during the meeting. If attendees come to the meeting prepared, less time will be

spent answering background information questions and more time for discussing the important issues.

When distributing the agenda, remind participants that it's their responsibility to come prepared to the

meeting!

4. Start your meeting on time! Even if all the attendees haven't arrived, begin when you said you

would. Adhering to the schedule sends out a message that you're serious about the meeting and expect

attendees to arrive on time.

As the meeting begins, provide an overview of agenda items and introduce the overall objective of the

meeting. This provides direction for the meeting and reinforces what needs to be accomplished during

this time. Introduce each agenda item by mentioning who will speak next and what will be discussed.

As the meeting leader, you're responsible for recording the meeting notes, whether it's on an

interactive whiteboard, flipchart or in a notebook. This will free participants from the burden of note-

taking and encourage richer, more in-depth discussions.

It's also your responsibility to keep the meeting on track. This means steering the meeting

discussion in a way that fulfills the meeting objectives. If you have difficult personalities in the room or

opposing views, this can be challenging! Try using sentences such as, "That's a valid point, but doesn't

directly apply to this discussion. Perhaps we should schedule a separate meeting to address it fully." Or,

"It's obvious there are some opposing views surrounding this issue. Perhaps our time would be best

spent working towards a compromise. Any suggestions?" If a meeting becomes particularly heated, it's

best to address what's possible in the meeting but consider hiring a professional facilitator for the next

meeting – a neutral leader who's trained to deal with high-pressure, high-conflict meetings.

Items that surface and must be addressed should be assigned during the meeting discussion.

Assign a particular individual or group to follow-up on each action item. A deadline and priority level

should also be assigned for the action items.

5. At the end of the meeting, the leader should review the action items, who's responsible and by

when. This way, everyone has a clear picture of who's responsible for what when the meeting's over.

Another item that should be addressed at the end of your meeting is the meeting process itself. Take a

few moments at the end of the meeting to discuss what the group did well during the meeting and which

areas need improving. Once the meeting objective has been accomplished, adjourn the meeting. Even if

it's thirty minutes earlier than expected! Don't continue meeting simply because that's what the schedule

dictates.

6. After the meeting is over, send the meeting information to all the participants. Because you were

responsible for note-taking during the meeting, you may be the only one who has this information after


the meeting ends. Whether you provide the notes by e-mail or photocopied hand-outs, sharing this

meeting information is vital for proper follow-up. It's also a good idea to include a summary of all the

action items assigned during the meeting. This acts as a reminder to all participants of who's responsible

for what and by when. (http://www.effectivemeetings.com/meetingbasics/before.asp)

3. Comprehension Compare the information you have just got from the text with the following steps of the meeting:

OPEN THE MEETING

invite introductions from participants (if necessary)

explain purpose

present agenda

discuss ground rules (who speaks, decision-making, etc.)

GO ALONG/ BODY OF THE MEETING

move to the first point on the agenda

hand over to another person

bring people into discussion/stop people talking

listen actively/ask for repetition or clarification

prevent irrelevance

paraphrase

summarize

(keep eye on time)

move to the next point

control decision-making

indicate follow-up task

CLOSE MEETING

thank participants

announce next meeting

4. Vocabulary Match the following groups of useful phrases you can use during a meeting with the current steps of the

meeting, arranged in logical order according to the table below:

STEPS OF THE MEETING

1. opening/ objectives

2. moving to the 1st point

3. handling over to another person

4. encouraging hesitant speakers

5. stopping people talking

6. listening actively

7. asking for repetition/clarification

8. preventing irrelevance

9. paraphrase

10. summarizing

11. keeping an eye on the time

12. moving to the next point

13. controlling decision making


14. indicating follow-up tasks

15. closing the meeting

PHRASES

A. Tom, do you think you could…?

Tina, how about preparing some figures for the next meeting?

B. To sum up then…

So, to summarize what has been said so far…

C. Well, ladies and gentlemen, I think we should begin.

Perhaps we‘d better get started/ get down to business.

Right then, I think it‘s about time we got started/ going.

Right then, I think we should begin.

Let‘s begin/ get going, shall we?

Shall we start/ get started/ make a start?

First of all, I‘d like to introduce two colleagues from…

Have you all got a copy of the agenda?

The purpose of this meeting is, first, to…and secondly to…

We are here today to consider firstly…secondly…thirdly………

The main objective of our meeting is…………

I‘ve called this meeting first to…. secondly to……….

D. Would you like to begin/ to open the discussion…?

Perhaps you‘d like to explain/ tell us/ give us…

What do you think…?

Shall we continue then?

Let‘s move on.

Would you like to comment here?

What about you?

E. As some of you probably know,

As you know, …

Some months / years ago/ yesterday…

The situation now is…

Right. Let‘s move on to/look at the first point.

F. We haven‘t heard from you yet, Tom. What do you think about…

Would you like to add anything, Tina?

Anything to add, Paul?

G. I‘m afraid that‘s outside the scope of this meeting.

We‘re beginning to lose sight of the main point.

Keep to the point, please.

I think we‘d better leave that subject for another meeting.

H. One at a time, please!

We can‘t all speak at once. Tom first, then Nina, then Tim.

Would you mind addressing your remarks to the chair?

Well, thank you, Clint. I think that‘s clear now. Could we have some other opinions?

Right, thank you, Pete. I think we‘ve all got the point now. Shall we move on?

Okay, Tom, thanks. Mary, I think you wanted to say something?

I. Right, George, over to you.


Right. That just about covers everything.

I‘d like to thank our guest for coming over from….

So, the next meeting will be on… (date) at…(time)

Thanks for your participation

Right, I declare the meeting closed.

J. We are running short of time.

There‘s not much time left.

Could you please be brief?

K. Right, I see. / Okay, I understand. / That‘s interesting. / Okay. / Right.

L. So what you are saying is…

In other words…/ So you mean…/ So, if I understand you correctly…

M. I‘d like to propose that…/ the following amendment…

Can we take a vote on that proposal?

All those in favour. Right. All those against. Right, thank you.

So that motion has been accepted/ rejected by 5 votes to 3.

Very well, then, we agree with some reservations/ unanimously that…

Well, it seems that we are broadly in agreement that…

N. Would you mind repeating it, please?

I‘m sorry. I don‘t quite follow you. Could you go over that again, please?

What exactly do you mean by…?

O. Right. Let‘s move on to the next point.

Tim, would you like to introduce the next point, please? Okay, on to item five. Who‘s going to open this

one?

Well, I think that covers everything on that point. Let‘s move on. (see Ellis, Driscoll, Pilbeam, Meetings and discussions, )

5. Language focus ABILITY AND INABILITY

Study the table:

Make someone able or

something possible

Be able Make unable/

impossible

Be unable

Enable

Allow

Permit

Can

Be able to

Be capable of (+

…ing)

Prohibit

Prevent

Stop

(+from+…ing)

Can‘t

Not be able to/be unable to

Be incapable of (+.. ing)

(see Brieger, Sweeney 1994: 196)

6. Speaking Identify circumstances in the business activity that can be solved by calling a meeting.

7. Writing Write the minutes of a meeting you attended.


MANAGEMENT AND STRATEGIES OF A MEETING

BASIC NOTIONS

Read about the roles people play in groups. In which category would you include yourself? Bring

arguments in favour of your choice.

Roles people play in

groups

(group dynamics)

self-oriented

Controlling/ dominating others

Withdrawing/ retiring from the group

Diverting

group-maintenance

Encouraging

Harmonizing/ reconciling

Compromising

task-facilitating

Initiating

Information giving/ seeking

Coordinating

Procedure setting (Bovée, Thill 1992: 522)

You can read about some of the duties a leader has for managing a meeting. But the participants have

their duties too. What are, in your opinion, those duties?

The leader‘s duties:

pacing the meeting

appointing a note taker

following the agenda

stimulating participation and discussion

summarizing the debate

reviewing recommendations

circulating the minutes

What do you know about the strategies one should use to make a meeting successful?

There are:

a. COORDINATING STRATEGIES

Preparation: objectives, agenda, participants, location, environmental facilities

Conduct: begin and end on time, control the meeting, encourage participation, sum up decisions, actions,

and recommendations, restate main points at the end.

Follow-up: distribute the meeting‘s minutes, take the follow-up action agreed to

b. ACTIVE PARTICIPATION/ TAKING PART STRATEGIES

Active participation involves the use of some typical language functions such as:

getting attention checking and confirming information

asking for/ giving opinions comparing/ contrasting ideas

agreeing/ disagreeing asserting and toning down information

advising and suggesting connecting and sequencing ideas

requesting information/ action describing trends

Active participation involves techniques of questioning such as:

have a definite purpose wait for the answer (do not answer your own

questions

build clear questions don‘t‘ interrupt

ask well-balanced questions (not too easy/ encourage complete answers


difficult)

use natural tone of asking questions ensure equal opportunity to provide answers

use open direct questions

and use of a variety of types of questions such as:

Overhead: general questions to the whole group

Direct: Question to a specific individual

Factual: Asking for fact, data or information

Leading: Questions that suggest answers

Encouraging: Questions that help respondents

Ambiguous: Questions that suggest two or more answers.

………………………………………………………………..

1. Discussion Discuss about the necessity of calling a meeting.

2. Reading Read about effective meetings. Write a concise summary of each of the six tips. Present it to your

colleagues.

Six tips for more effective meetings

1. Don't Meet. Avoid a meeting if the same information could be covered in a memo, e-mail or brief

report. One of the keys to having more effective meetings is differentiating between the need for one-

way information dissemination and two-way information sharing. To disseminate information you can

use a variety of other communication media, such as sending an e-mail or posting the information on

your company's intranet. If you want to be certain you have delivered the right message, you can

schedule a meeting to simply answer questions about the information you have sent. By remembering to

ask yourself, "Is a meeting the best way to handle this?" you'll cut down on wasted meeting time and

restore your group's belief that the meetings they attend are necessary.

2. Set Objectives for the Meeting. Set objectives before the meeting! Before planning the agenda for the

meeting, write down a phrase or several phrases to complete the sentence: By the end of the meeting, I

want the group to… Depending on the focus of your meeting, your ending to the sentence might include

phrases such as: …be able to list the top three features of our newest product, …have generated three

ideas for increasing our sales, …understand the way we do business with customers, …leave with an

action plan, …decide on a new widget supplier, or …solve the design problem.

One benefit of setting objectives for the meeting is to help you plan the meeting. The more concrete

your meeting objectives, the more focused your agenda will be. A second important benefit of having

specific objectives for each meeting is that you have a concrete measure against which you can evaluate

that meeting. Were you successful in meeting the objectives? Why or why not? Is another meeting

required? Setting meeting objectives allows you to continuously improve your effective meeting

process.

3. Provide an Agenda Beforehand. Provide all participants with an agenda before the meeting starts.

Your agenda needs to include a brief description of the meeting objectives, a list of the topics to be

covered and a list stating who will address each topic and for how long. When you send the agenda, you

should include the time, date and location of the meeting and any background information participants

will need to know to hold an informed discussion on the meeting topic. What's the most important thing

you should do with your agenda? Follow it closely!

4. Assign Meeting Preparation. Give all participants something to prepare for the meeting, and that

meeting will take on a new significance to each group member. For problem-solving meetings, have the


group read the background information necessary to get down to business in the meeting. Ask each

group member to think of one possible solution to the problem to get everyone thinking about the

meeting topic. For example, to start a sales meeting on a positive note, have all participants recall their

biggest success since the last meeting and ask one person to share his success with the group. For less

formal meetings or brainstorming sessions, ask a trivia question related to the meeting topic and give the

correct answer in the first few minutes of the meeting. These tips are sure-fire ways to warm up the

group and direct participants' attention to the meeting objectives.

5. Assign Action Items. Don't finish any discussion in the meeting without deciding how to act on it.

Listen for key comments that flag potential action items and don't let them pass by without addressing

them during your meeting. Statements such as We should really…, that's a topic for a different

meeting…, or I wonder if we could… are examples of comments that should trigger action items to get a

task done, hold another meeting or further examine a particular idea. Assigning tasks and projects as

they arise during the meeting means that your follow-through will be complete. Addressing off-topic

statements during the meeting in this way also allows you to keep the meeting on track. By immediately

addressing these statements with the suggestion of making an action item to examine the issue outside of

the current meeting, you show meeting participants that you value their input as well as their time.

6. Examine Your Meeting Process. Assign the last few minutes of every meeting as time to review the

following questions: What worked well in this meeting? What can we do to improve our next meeting?

Every participant should briefly provide a point-form answer to these questions. Answers to the second

question should be phrased in the form of a suggested action. For example, if a participant's answer is

stated as Jim was too long-winded, ask the participant to re-phrase the comment as an action. The

statement We should be more to-the-point when stating our opinions is a more constructive suggestion.

Remember – don't leave the meeting without assessing what took place and making a plan to improve

the next meeting! (http://www.effectivemeetings.com/meetingbasics/6tips.asp, see Meetings in America: A study of trends, costs and

attitudes toward business travel, teleconferencing, and their impact on productivity. A network MCI Conferencing

White Paper, 1998.)

3. Speaking What makes business meeting ineffective and boring?

Analyze different types of meetings taking into account the communication network of an

organization (upward, downward, horizontal/ formal, informal, etc.)

4. Writing Prepare the agenda of a meeting you have decided to call.

XVII. NEGOTIATING IN BUSINESS

BASIC NOTIONS

Consider the negotiating process an exchange of information and opinions whose target is to obtain a

mutually acceptable solution.

Checklist for improving your negotiating skills

Define your goals. Know what you hope to obtain

Be informed. Accurate and complete information supports

your opinion.

Consider the other person‘s needs. You should mutually benefit from the

negotiation process.

Find satisfactory solutions for both parts. The compromises you will do should be

mutually convenient.

Be aware of your strengths and weaknesses. Make the most of your strong points and

minimize your disadvantages.

Resist the pressure to cave in. Win concessions by using some ‗tricks of the

trade‘ (i.e. time pressure: This sale ends

tomorrow. / fear of loss: Another customer

expressed interest in… / extreme proposals: $10,

000 is too much - $ 5, 000 is my best offer.)

Rehearse Practice what you will say; draft different

scenarios.

………………………………………….. …………………………………………… (adapted from Bovée, Thill 1992: 515)

1. Discussion Evaluate the importance of negotiating in business.

Can you imagine business world without negotiations? How would it look like?

What are, in your opinion, the most important elements of a negotiation?

Is it advisable to negotiate when applying for a job? State your reasons.

2. Reading Read the following article:

Big telecoms merger talks collaps

by Tim Burt in Stockholm

Talks on a SKr80bn-SKr100bn ($10bn-$12bn) merger of Telenor and Telia, the state

telecommunication companies of Norway and Sweden, collapsed yesterday amid bitter recriminations

between the two companies.

Ministers in Oslo and Stockholm said negotiations had foundered on the failure to agree on

valuations and the management structure in what would have been Scandinavia‘s largest telephone

company.

―It has been impossible to reach agreement on a model that would sufficiently safeguard

Norwegian interests,‖ said Odd Einar Doerum, Norway‘s transport and communications minister.

N e g o t i a t i n g i n B u s i n e s s

However, Telenor went further by accusing its larger Swedish rival of altering the negotiating terms in

an attempt to secure management control of the merged group. Tormod Hermansen, chief executive of

Telenor, said there had been a ―fundamental breakdown‖ over how the enlarged company should be run.

―We started these talks on the basis of equality, but it became clear that the Swedish

interpretation of balance meant Swedish control,‖ he added. ―We wanted a 50-50 partnership, they

wanted a takeover in practical terms‖.

The Norwegian government had offered to inject up to NKr10bn into Telenor to give it financial

parity with Telia. Negotiators failed nevertheless to agree on shareholdings or senior management roles.

Telia expressed dismay at the collapse of the talks, saying: ―The pre-conditions for establishing

a company on businesslike and commercial principles do not exist.‖

But the Swedish group declined to comment on Norwegian claims that it had insisted on

locating the company in Stockholm with Lars Berg, its managing director, as group chief executive.

The companies began secret talks last year aimed at pooling resources and defending their

market share after the deregulation of the Nordic telecommunications market.

However, the discussions were initially blocked by Norway‘s minority coalition government,

which feared the creation of an unassailable monopoly. It was forced to drop that opposition last month

after a threatened parliamentary revolt by opposition parties.

Industry analysts in Stockholm suggested yesterday that the Norwegians had walked out of the

talks because of lingering government disquiet over the merger. Telenor described such claims as

groundless.

Mr. Hermansen said the Norwegian group would explore partnerships and possible alliances

with other partners, although it could remain a stand-alone business.

Andres Sundstrom, Sweden‘s industry minister, said Telia remained a strong and competitive

company that could also survive on its own.

The Swedish company made profits of SKr3.6bn on sales of SKr44bn last year, while Telenor

reported gains of SKr2.5bn on turnover of SKr23.6bn. (from: Financial Times, weekend February 21/February 22 1998, p. 2)

3. Comprehension

3. 1. Explain the italicized vocabulary items from the text either using synonyms or words of your own.

3.2. What went wrong with these negotiations? Where did they mistake? Who‟s to blame?

4. Speaking 4. 1. Work in groups: some of you will represent the Norwegian part, others the Swedish part. Each

group should prepare a list with the problems they want to put forth at negotiations. When the list is

ready, discuss the strengths and weaknesses of each point included. Then announce your counterpart

(another group) that you are ready for negotiations.

4. 2. Imagine a situation in Romanian economy where negotiation is essential. Describe the economic

conditions of your example and the expected results. Don‟t forget that “The negotiating process is

chiefly an exchange of opinions and information that gradually leads to a mutually acceptable

solution”. (Bovée, Thill 1992: 515)

4. 3. What is, in your opinion the key to being an effective negotiator?

Here are some tips for achieving this essential business skill, but they are not arranged in the order of

their importance. Would you find their right sequence?

do your homework: gather information that supports your position

resist the pressure to cave in: time pressure (This sale ends tomorrow); fear of loss (Another

customer wants it, but…); extreme proposals (You must be crazy to ask for $ 10, 000 – 5, 000 is

my best offer)

know what you want: define your goals

consider the other person‘s needs: see that the other person benefits too


rehearse: the more you rehearse, the better your performance will be; practice what you will say

know your strengths and weaknesses: minimize your disadvantages and make the most of your

strong points

search for mutually satisfactory solutions: look for compromises that result in joint gain

4. 4. Negotiating interculturally

4.4.1. It is well known that there are cultures in which a deal is not a deal unless bargaining is involved.

Can you give some examples?

4.4.2. There are people that consider customary and necessary to win some concessions. How do you

behave when you have to negotiate?

4.4.3. Elements of intercultural communication are very important and should be carefully considered in

the negotiating process. It is well known, for example that is not advisable to send a businesswoman to

negotiate with your Arab or Japanese partner. Can you explain why? Give other examples you know.

4. 5. Negotiating is also important when you apply for a job! But how far can you go? What are the

right/ wrong questions to ask? How should you formulate your demands without making a bad

impression or offending the interviewer/ employer?

4. 6. By answering the following questions, you will also improve your negotiating techniques. Some

suggestions are given to you between brackets; if possible, you should improve the lists).

1. How do you prepare for a negotiation?

(plan, research, objectives, limits, strategy)

2. Do you use special techniques?

(rapport – social talk, parameters – confirm the purpose of your negotiation and establish areas of

common ground and possible areas of conflict, attitude – be constructive, listen – attentively, approach –

concentrate on your key points, flexibility – consider a range of alternatives, review – by summarizing

and reviewing you check understanding, agreement – at the end of your negotiation, confirm exactly

what you have agreed, confirmation – in a follow-up letter, confirm in writing the points agreed)

3. Is the language you use important when you negotiate? To what extent?

(use a simple, clear language, use short words and sentences, ask questions if there is anything you don‘t

understand)

5. Vocabulary Choose from the list of words/ expressions bellow those you consider important in a negotiation,

arrange them in the order of their importance, select one and highlight its importance in the process of

negotiating.

Negotiation, success, emphatic language, areas of conflict, compromise, respect, disagreement,

objectives, determined to win, clear, listen carefully, informal business negotiation, opposite number,

benefit, concession, resolve, persuasive, tenacity

6. Language functions The most common language functions you use in negotiation are:

a. bargaining/ trading

b. interrupting

c. rejecting

d. asking for clarification

e. making a suggestion

f. stating your position: agreeing


g. disagreeing

h. asking for a reaction

i. discussing consequences

j. warning about consequences

Match these functions with the following useful expressions you may use when you negotiate. You may

combine two functions for one group of phrases.

1. The only solution is to….

In my opinion we should…

I believe the best…would be…

But what about the idea of ….ing…

How about…

2. I see no other alternative but to….

We must…

I recommend that we should…

Have you thought of…ing…

I would suggest that we

We could always…

One solution would be to …

3. I‘m afraid it‘s just not possible. Firstly because…. Secondly…

I‘m sorry but I don‘t think…

Any further delay is quite out of the question. Unless we…

I‘m against / for that proposal…because, first of all….and secondly…….

First, due to…..and secondly to………

One reason is… Another is…

My first reason is… My second is…

For one thing…and for another…

…that‘s just not feasible.

I really can‘t accept that.

I‘m absolutely/ completely against that.

That‘s out of the question.

I‘m sorry but I really don‘t think that…. is a good idea.

I‘m afraid I can‘t accept that.

I‘m sorry, but that‘s not really practical.

I‘m afraid I‘m not very happy about that.

I‘m sorry, but I have reservations about that.

I think we all appreciate the problem but…

I don‘t want to be discouraging but…

I appreciate your point of view but…

That‘s very interesting but…

I can see why you want to do this but…

4. I‘m completely in favour of that.

I‘ve absolutely no objections.

I‘m sure that‘s the best solution/idea.

I‘d be / I‘m in favour of that.

That‘s a good idea.

That seems quite a good idea.

I suppose that‘s OK.


Some less formal answers are: Great idea. / Excellent. /. Terrific. / Good idea. / Sounds fine. / Fine by

me. / OK by me.

5. If you put off the decision any longer, it‘ll mean/ it‘ll result in/ it‘ll lead to bankruptcy.

As long as/ if these products continue to come back as returns, we won‘t be able to overcome our

competitors.

And so/Therefore/ Consequently/ As a result.. the new product will never be sold on the Japanese

market.

6. Unless we buy/ If you don‘t buy… I won‘t be able to finish the project.

We must buy a…. or else/ otherwise

7. I‘d like to hear your ideas on this.

Do any of you have any suggestions?

How do you think we should do this?

What would you suggest?

What do you recommend?

Do you think we should….?

Any suggestions?

I suggest we should…What do you think?

What are your views on this?

What‘s your opinion?

How do you see this?

STEPS OF A NEGOTIATION

1. Discussion Imagine you have to prepare a negotiation of a very important contract for your company. How would

you proceed?

2. Reading Read the following text about the rules of negotiating:

Most every day we have a chance to negotiate one if not many types of deals in our lives. And,

in order to be successful negotiators, we have to know the basics of the game.

Rule Number One

Know what you want and how much you will pay to get it. Let us say, for example, that you

want to negotiate or dicker with another person on a price for an item at a garage sale. If the item is

priced at ten dollars and you find that price to be too steep, then your next step is to negotiate it. First,

you will have to figure out how much you think that item is really worth. Let us say that you decide it is

worth a mere seven dollars. Now, decide on a lower price that you can try for, and you come up with

five dollars. That is half the original price the seller is asking, but it is a good place to start. Finally,

decide on the highest price that you will pay for the item, and let us say you will pay no more than eight

dollars. Now, offer the seller five dollars. He or she might laugh hysterically, but hold your ground and

don't be undaunted. If they are adamant about the ten dollar price tag, then you will need some

bargaining power on your side. Point out any flaws that you can find in the item. This is a great way to

get people to lower their prices. By pointing out any flaws, that makes the item seem like it is less

valuable than they think it is. You might not care about scratches or tiny dings, but if you to get the item

for the right price, then you cannot let them know that.

From there the seller should typically make a counter offer to your five dollar offer. If they say

nine dollars, then you can say eight dollars and probably be on your way with your newly-purchased


item. You will have saved two dollars off of the original price, and that is a great start! This is a simple

example of a negotiation. But what if you are negotiating on a higher scale...

Rule Number Two

Be prepared, and be prepared to give and take. That might sound like a double use of words, but

what it means is that must first be prepared before you go into negotiations. And, you must be prepared

to give some in exchange for something else. In successful negotiations, both sides come out contented

that they have gotten what they have wanted.

Let us say now, that you have been offered a job, but it is not exactly what you want. The pay is

too low, the vacation time is not enough, and there are not sick day benefits in the package deal either.

Sit down and write exactly what you would like to have in a perfect job. Now, keep in mind that the

perfect job only exists on television, so this list will be a listing of things you would like to receive.

Now, determine what you can do without. Next, write down the least you will accept. That is, the lowest

amount of pay, vacation time, sick days, etc. Also write down if you want benefits such as stock options

and other benefits.

Here again, when you negotiate, do not be afraid to ask for the highest amount. This is a good

starting point for you. The prospective employer you will be negotiating with will have a list in mind

too. Now, you two just have to come to terms with each other. This is the part where each of you will be

expected to take and to give. You take less pay, but in return you can ask for more vacation time, for

example; he or she offers more sick days, but less pay, and so on.

Rule Number Three

Do not let the other side fool you. There are plenty of pretty slick Joes out there in the world,

and they have all kinds of tricks up their sleeves. To help avoid falling into their traps, take your time

when negotiating. Do not jump at any offer just because it sounds good. Think about it carefully first.

Repeat the offer to the other person in order to verify their terms. Remember, if it sounds too good to be

true, then it usually is! Do not listen to statements made by other people that are intended to bully you

into making a deal. Do not let them convince you with a sob story either. No matter what, use your good

judgment and do not be swayed by their tactics.

In conclusion, know what you want, be prepared, take your time, and do not be swayed by

emotional games that some people will try to play. Be prepared to take as well as to give, and, even

though chances are against you getting the perfect deal, at least you can get a good deal that you can live

happily with! (http://nene.essortment.com/howtonegotiate_rjvf.htm)

3. Comprehension Summarize the main points of the text and present them to your colleagues.

Explain the words written in bold from the text about negotiating.

4. Language focus

Useful phrases while negotiating:

Persuading You must admit that… You have to agree that…

Don‘t forget that… Let‘s not forget that…

Don‘t you agree/ think that…?

Counter arguing Even so, … But still, … Still, … Nevertheless, … But then again, …

All the same, … In any case, … Anyway, … Even if that is true/ so,…

Conceding Yes, I‘ll go along with that.

I‘ll agree with you there.

I‘m willing to go along with you.

In that case, …

Well, you‘ve convinced me. (see Matthews, Marino 1990: 223)


5. Speaking Debate upon the following: In some cultures a deal is not a deal unless bargaining is involved. To win

some concessions is considered a sign of your professionalism.

Test your negotiating skills

1. Define negotiating.

2. State weather it is true (T) or false (F). In order to have a successful negotiation process you should:

be rigid; it‘s a sign of power

reject the first offer

not mind the tone of the speaker

avoid using the word ‗never‘

concentrate only on the speaker‘s words

embarrass your adversary

suggest time away from the table to think about options

make as many concessions as possible for the beginning

emphasize the need to reach an agreement

try to see the situation from the other person‘s perspective

3. What and how do you negotiate at a job interview?

4. Name some special negotiating techniques

5. You are the marketing director of ―Terapia‖ pharmaceutical company and you want to expand your

business. Consequently you hire an important advertising company to advertise your products for the

next six months. Negotiate with them the terms of providing their services. Use in your imaginary

dialogue as many ‗negotiating‘ expressions as possible.

XVIII. INTERCULTURAL ASPECTS OF BUSINESS COMMUNICATION

BASIC ELEMENTS

Culture: The way people in an area view human relationships.

A shared system of symbols, beliefs, attitudes, values, expectations, and norms for behaviour.

Cultural differences affect communication in two major ways:

differences in body positions and movements

differences in attitudes toward various factors of human relationships (time, space, intimacy, etc.)

body positions and movements attitudes toward:

Sitting/ hunkering TIME (e.g. punctuality)

Manners of walking SPACE (e.g. distance between interlocutors)

Manners of communicating with body parts

(head, hands, arms, etc.)

ODOURS (e.g. body odours)

Eye movement FRANKNESS (e.g. directness in relationships)

Handshaking, touching RELATIONSHIPS (e.g. roles and status: intimacy

among people varies, superior/subordinate

relations, women role)

Smiling VALUES (attitude toward work, employee-

employee relations, authority)

SOCIAL BEHAVIOUR (e.g. affection, laughter,

emotion, animation displayed) (adapted from Lesikar, Petit, Flatley 1993 and Bovée, Thill 1992)

Business communication techniques are affected by cultural differences; e.g. letter-writing techniques

are not universally acceptable; they‘re certain barriers both to written and to oral communication.

Communication across cultures could be improved by:

word processing

communications software

translation

1. Discussion Explain the language equivalency problem as a cause of miscommunication

(the huge number of languages used – 3000; their difference in grammar and syntax, words with

multiple meanings, difficult equivalency in translation)

What can one do to overcome the language equivalency problem?

2. Reading

Read about the analysis of business communication practices:

Staff Communication. How is internal communication structured? How formal or informal is

communication among employees or between employees and managers? Is communication

predominantly horizontal or vertical? What are the communication networks (e.g. wheel, chain,

circle, all-channel)? What language(s) do they speak? How is performance recognized or

encouraged? How do staff communicate (Written communication? Oral?) What are the most

common genres used (e.g. memos, emails, bulletin board notices, notices in pay envelopes, progress

reports, meetings)? What media are used most commonly (face-to-face interaction, e-mail, print,


etc.)? How are these communication practices influenced by the contexts in which the businesses

operate?

Customer-Company Interaction. How do customers interact with the staff and vice versa? What

genres are used to maintain customer contact and to manage customer relations (e.g. face-to-face

greetings, letters, emails, notices, menus, tent cards on a table top, blackboards)? How formal or

informal is communication between customers and staff? Are there any standards for customer-

company interactions (e.g. specific templates, specific greetings, etc.)? How much training do new

employees undergo? What is the dress code (if any)? What is it intended to communicate? How are

products or services communicated and promoted to customers? How are these communication

practices influenced by the contexts in which the businesses operate? (http://www.education.mcgill.ca/profs/starke-meyerring/ProjectDescription.htm)

3. Comprehension Select from the text two questions and give detailed answers.

4. Language focus SUGGESTING/ADVISING

Suggestions involving the speaker Shall we/ why don‘t we/ let‘s analyze the matter now?

I suggest we/ we should/ we ought to debate the issue

now.

Suggestions to another person Why don‘t you ask him to leave?

How about answering their questions?

I suggest you/ (I think) you should write the report.

I (would) advise you/ it‘s advisable to ask for help.

I (would) recommend a trustful counselor.

Reported suggestions The consultant advised us to improve our training.

He recommended/ suggested (that) we (should) finish the

report immediately.

Other constructions How about +…ing? How about making things clear?

Advice He advised me to improve my writing skills.

Recommendation I recommend that you make a presentation.

I recommend (you to make) a presentation. (see Brieger, Sweeney 1994: 200)

5. Speaking Select a word with more than tree meanings and imagine you have to explain it to a foreigner.

Consider the following topics: job application, negotiating a business, truth in advertising, women‟s

chances of promotion. What are the prevailing attitudes in our culture toward them?

6. Writing Make the cultural profile of a Romanian, English, American, German, French, Japanese, etc.

businessman.

Identify some of the common sources of misunderstanding that occur in written and oral intercultural

communication.

Make a list of some tips for handling intercultural business communication more effectively.

http://www.education.mcgill.ca/profs/starke-meyerring/ProjectDescription.htm

ANSWER KEY

I. COMMUNICATING IN BUSINESS

2. 1. Reading 1-F, 2-A, 3-G, 4-C, 5-B, 6-E, 7-H.

5. 2. Language focus

accede – to comply with exceed – to go beyond

accept – to take except – to exclude

access – admittance excess – too much

allot – to distribute a lot – much or many

born – given birth to borne – carried

complement – complete amount, to go well with c ompliment – to flatter

correspondent – party in a divorce suit corespondent – letter writer

council – a panel of people counsel – advice, a lawyer

defer – to put off until later differ – to be different

discreet – careful discrete – separate

levee – embankment levy – tax

loath – reluctant loathe – to hate

material – substance materiel – equipment

moral – virtuous, a lesson morale – sense of well-being

shear – to cut sheer – thin, steep

stationary – immovable stationery – paper

waive – to set aside wave – a swell of water, a gesture

weather – atmospheric conditions whether – if (selected from Bovée, Thill 1992: 613)


Advice/advise; later/latter, forth/fourth, device/devise, holey/holy/wholly, instance/instants, lead/led,

loose/lose, miner/minor, overdo/overdue, peace/piece, pedal/peddle, persecute/prosecute,

precedence/precedents, principal/principle, rap/wrap, residence/residents, right/rite/write, role/roll,

than/then, their/there/they‘re, to/too/two

II. PROFESSIONAL COMMUNICATION

2. Reading: 1-f, 2-t, 3-f, 4-f, 5-f, 6-t, 7-t


Suggested connections:

the issue of unemployment (discussion of problem and solution)

types of personal computers available for sale (classification)

how to use a digital camera (illustration)

a famous company got bankrupt (cause and effect)

advantages and disadvantages of travelling on business (comparison or contrast)

5. 4.

The calculation of total expenditure, however, is not entirely a strightforward affair even in principle

(the statistical problems of estimation, of course, are very considerable). Certain pitfalls have to be

avoised, and in the process of avoiding them the published national income estimates become somewhat

complicated. It is obvious that in calculating a country‘s national income via estimates of total


expenditure, only purchases which provide income for someone else in the community should be

included, while care should be taken to see that no such purchases are excluded. (Nevin 1971: 249)

III. TYPES OF COMMUNICATION

2. Reading: 1-b, 2-a, 3-b/c, 4-c

4. Vocabulary 1-b, 2-a, 3-d, 4-a, 5-b, 6-c, 7-a, 8-d, 9-c, 10-a.

IV. COMMUNICATION STYLES

4. 1. Vocabulary: 1- of, 2- of, 3- such, 4- with/to, 5- in, 6- because, 7- in, 8- between, 9- either, 10-

choice

4..2. 1- chopping, 2- unreasonable, 3- developers, 4- persuading, 5- generates


along the lines of = like

at the present time = now

for the purpose of = for

for the reason that = because, since

in accordance with = by

in the meantime = meanwhile

in the near future = soon

in the neighbourhood of = about

in very few cases = seldom

in view of the fact that = since, because

on the basis of = by

on the occasion of = on

with regard to, with reference to = about

with a view to = to

V. AVOIDING DISCRIMINATION IN COMMUNICATION

2. Reading: 1-t, 2-t, 3-f, 4-f, 5-t, 6-t, 7-t.

4. Vocabulary: 1- (A) means treating, 2- (D) primary language, 3- (B) less favorably than, 4- (B) on the

job, 5- (A) question arises, 6- (A) the same as, 7- (A) failure to provide.

VI. EFFECTIVE LISTENING

2. Reading: 1-c, 2-a, 3-d, b-not needed

4. Vocabulary: 1-paraphrase, 2- verbalizing, 3- interaction, 4- expectations, 5- meaning, 6- really, 7-

revealing, 8- incorrect, 9- careful, 10- nonjudgmental.

5. 1. Reformulating:

a. Student will organize his work so that he can pass all classes. Rewrite: Student will establish and maintain a system for organizing his work and other responsibilities

so that he completes required work and assignments and turns them in on time 80% of the time.

b. PR employees will increase communication skills. They will also increase written language skills

to 3rd grade level".

REWRITES: PR employees will increase communication skills to 2nd grade level. They will

demonstrate written language skills that include spelling at 2nd grade level, use of complete sentences,

and correct punctuation and capitalization.

c. Our sales agents will pass all training classes". REWRITE: With modifications and assistance, our sales agents will continue their progress with basic

skill activities in marketing and negotiating classes and improve their performance with problem-solving

A n s w e r K e y

activities in advertising and product promotion by applying problem-solving techniques to at least one

such problem in their current activity.

VII. PRESENTATIONS

2. Reading: 1-c, 2-g, 3-a, 4-f, 5-b, 6-d, 7-i, 8-h, 9-j, 10-l, 11-k, m-not needed

Intercultural aspects

2. Reading: 1-c, 2-b, 3-a

4. Vocabulary: 1-b, 2-d, 3-a, 4-b, 5-c, 6-a, 7-b, 8-d, 9-a, 10-c.

VIII. COMMUNICATION AND RECRUITMENT

2. Reading: 1-C, 2-G, 3-E, 4-H, 5-B, 6-F, 7-D, 8-A

4.Vocabulary 1-jobseekers, 2-attending, 3-information, 4-recruitment, 5-impression, 6-application, 7-

following, 8-governments, 9-everywhere, 10-location.

IX. WRITING EMPLOYMENT DOCUMENTS

Application letter

2. 1. Reading: 1-e, 2-b, 3-d, 4-f, 5-g, 6-a, 7-c.

4. 1. Vocabulary: 1 date, 2 Ms R, 3 informed, 4 looking for, 5 organizational, 6 background, 7 position,

8 enclosed, 9 experience, 10 candidate, 11 sales, 12 researched, 13 development, 14 position, 15 meet,

16 clients, 17 experience, 18 effectively, 19 welcome, 20 qualifications, 21 contact, 22 leave, 23 best.

Resume

2. Format:

Name and address / Objective / Experience / Education / Personal data / References / Resume submitted

in confidence

4. Writing: Tips for writing the perfect resume:

career objective and skills summary are optional

be as specific as possible about what you want to do (a broad and flexible goal)

summarize your key qualifications

state the moment when you are available to start work

Education

list all relevant schooling and training since highschool, with the most recent first (name and location,

degrees or certificates you obtained, major fields, your gradepoint average, overall or in your major, if

impressive enough to list)

list relevant courses in descending order of their importance

list any other relevant educational or training experiences (seminars, workshops)

Work experience

list all relevant work experience

list full-time and part-time jobs

state the month/ year when you started and left each job

provide the name and location of the firm that employed you

list your job title and describe your functions briefly

note on- the-job accomplishments (awards, etc)

Activities, honours, and achievements

list all relevant unpaid activities

exclude mentions of religious or political affiliations


Other relevant facts

list other relevant information

mention your ability to operate any machines, equipment, or computer software used in the job

Personal data

omit data that can be regarded negatively or be used to discriminate against you

omit or downplay references to age if it could suggest inexperience or approaching retirement

describe military service, if relevant

list job-related interests and hobbies

Reference

list three to five references, or offer to supply the nameson request (provide name, title, address, and

telephone number WITH the person‘s permission to do so)

exclude your present employer if you do not want him/her to knoe you are seeking another position, or

add ―Resume submitted in confidence‖ at the tob or bottom of the resume. (adapted from Bovée, Thill 1992: 285)

Employment documents

Some useful tips for writing recommendations:

– include in your letter relevant details such as:

the full name of the candidate

the job/ benefit that the candidate is seeking

whether the writer is answering a request or taking the initiative

the nature of the relationshipbetween the writer and the candidate

facts relevant to the position or benefit sought

the overall evaluation of the candidate‘s suitability for the job

Supplementary information and activities

Job-inquiry letter – a letter in which you request an application form

Application form – a standardized data sheet containing mainly the applicants‘ qualifications

Application follow-up letter – a second letter meant to keep your file active

References (testimonial or open letter of reference)// Recommendation letter

X. INTERVIEWS

2. Reading: 1-e, 2-g, 3-a, 4-i, 5-b, 6-f, 7-j, 8-d, 9-h, k-not needed.

3. Comprehension

1. Arrive on time.

2. Introduce yourself in a courteous manner.

3. Read company materials while you wait.

4. Have a firm handshake.

5. Listen.

6. Use body language to show interest.

7. Smile, nod, give nonverbal feedback to the interviewer.

8. Ask about the next step in the process.

9. Thank the interviewer.

10. Write a thank-you letter to anyone you have spoken to.

4. 1.

key: 1- a, 2- as, 3- on, 4- to, 5- and, 6- to, 7- in, 8- or, 9- not, 10- or, 11- the, 12- by, 13- for, 14- along,

15- from.

4.2. Vocabulary: 1- consider, 2- professional, 3- portability, 4- references, 5- belief, 6- nervousness, 7-

hearty

A n s w e r K e y

XI. BUSINESS CORRESPONDENCE

XII. COMMUNICATION WITH PARTNERS

Discussion

1.Letters perform an important public relations function in addition to conveying a particular message.

2.Style and tone are governed by the relationship between the writer and the reader.

3. The format of the letter depends on the traditions of the organization.

2. 1. Reading: A-4, B-1, C-2, D-3, E-5.

XIII. BUSINESS LETTERS

Inquiries

3. Comprehension: a-5, b-1, c-4, d-6, e-2, f-3.

6. Writing

6. 1.

Dear Mr. X

Thank you for your letter of…..We fond your project of…………very interesting but for the moment we

cannot expand our business in this area. However, our parner operating in the Eastern Europe seems to

be intersted in your project and we gave them the informmation you sent us. They will communicate

whether they agree with your project or whether they need some extra information in a week‘s time.

I give you their address:………Meanwhile, as far as I know they asked for the following details:

is there any demand on the market for this product?

is there an adequate labour force available?

what is the transport system in the area?

Don‘t hesitate to ask for their co-operation. We are sure you will be content with their services.

Looking forward to hearing from you.

Yours faithfully

nnnnn (name)

6. 2. Writing

Dear Mr X

Proposed ……………………

Thank you for…………….

After careful consideration we regret that we are unable to help you in……………………….

Your project is……..but we fear that (in practice)………….

However, if you would like to reconsider the project, you might prefer to………..

We would be happy……….

Thank you again for your inquiry. Should you decide to proceed with your original plan, we would like

to wish you……………

Yours sincerely

Letter of complaint

1. 3. Discussion


The basic principles of writing a letter of complaint are:

be polite

state clearly and factually what is wrong

support your claim with documents; provide a fully detailed description of the problem

imply that your claimwill be met as a matter of course

summarise your claim. State clearly what you expect.

Decide on the emphasis you want to give

Do you want to appear threatening, pleading, reasoning or reproaching?

Find some way to view the problem as an honest mistake. Don‘t imply that the recipient

deliberately committed the error

Express confidence that the recipient will grant your request

2. 4. Reading: A – 3, B – 1, C – 2.

Letter of apology and settlement

1. concerned 2. consideration 3. apologies 4. accidentally

5. circumstances 6. placed 7. unreasonable 8. enclose 9. negligently 10. assurance

Note: another type of letter of apology: Letter of reconciliation. Read the example below:

Dear Mr X

Thank you for your letter and the enclosed cheque.

I am glad that the matter had to go no further, and am sorry the delay was caused by illness. If I need to

hire a car I hope I may call on your services again. You may be interested to know that, despite the lost

opportunities, my last visit eventually proved quite successful.

Yours……….

XIV. COMMUNICATION INSIDE THE FIRM

Memos

2. 2. Reading a-6, b-5, c-7, d-2, e-3, f-9, g-1, h-4, I-10, j-8.

Minutes

2. Reading: 1-T, 2-F, 3-F, 4-F, 5-T, 6-T, 7-F

4. Vocabulary: 1. (B)in compliance with; 2. (A)to write and type faster; 3. (A)as they are spoken; 4.

(A)phonetically spoken words; 5. (C)more cost effective; 6. (B)will not be able

7. Writing: The most important steps of attending a meeting and writing the minutes are included in the

following text. Read it.

1. At some point your boss may ask you to take minutes at a meeting. This task isn't reserved for

secretaries only. Any person who attends a meeting may be asked to do this. Since the minutes will

serve as an official record of what took place during the meeting, you must be very accurate. Here are

some pointers to help you master this skill.

2. Before the Meeting. Choose your tool: Decide how you will take notes, i.e. pen and paper, laptop

computer, or tape recorder. Make sure your tool of choice is in working order and have a backup just in

case. Use the meeting agenda to formulate an outline.

3. During the Meeting. Pass around an attendance sheet. Get a list of committee members and make sure

you know who is who. Note the time the meeting begins. Don't try to write down every single comment

A n s w e r K e y

-- just the main ideas. Write down motions, who made them, and the results of votes, if any; no need to

write down who seconded a motion. Make note of any motions to be voted on at future meetings. Note

the ending time of the meeting.

4. After the Meeting. Type up the minutes as soon as possible after the meeting, while everything is still

fresh in your mind. Include the name of organization, name of committe, type of meeting (daily, weekly,

monthly, annual, or special), and purpose of meeting. Include the time the meeting began and ended.

Proofread the minutes before submitting them. (http://careerplanning.about.com/cs/communication/a/minutes.htm)

Reports

2. Reading: 1-e, 2-c, 3-f, 4-d, 5-g, a-not needed

4. Vocabulary: 1- by, 2- make, 3- to, 4- a, 5- how, 6- lies, 7- that, 8- around, 9- further, 10- enough, 11-

then, 12- on, 13- nor, 14- it, 15- heard.

XV. BUSINESS REPORTS

1. 3. Discussion

The report is a management tool. your report is a document that leaves your control after you have

written it. It presents the information in such a way that it will help the reader solve the problem.

In a report the information you provide must be accurate, complete, honest.

2. 2. Reading: Purposes of the report: 1-b, 2-e, 3-h, 4-I, 5-f, 6-c, 7-d, 8-g, 9-a

3. Speaking

3. 1. 1-c, 2-d, 3-a, 4-e, 5-b.

3. 2. Consider the following steps (Bovée, Thill, 1992: 371):

A. define the problem: what needs to be determined, why the issue is important, who is involved in the

situation, where the trouble is located, when it started, how the situation originated; write the statement

of the purpose of your report

B. outline the issues for investigation: break the problem into a series of specific questions, a process

called factoring. Develop a logical structure either based on subtopics (in the case of informational

assignments) or structured around theories that the report writer plans to prove or disprove during the

investigation (the analytical assignments). Organize the study using either the alphanumeric system (I.;

A. B.; 1. 2.; a., b.) or the decimal system (1.0., 1.1., 1.2., 1.2.1., 1.2.2., 2.0., 2.1., 2.1.1., 2.1.2., 2.2.)

C. prepare a work plan: it can be formal/ informal

4. Report writing:

Useful tips in writing a report:

While writing the report have the following questions in view:

Is my main point easy to identify early in the report?

Have I carefully described the procedures used?

Have I defined unfamiliar or technical terms and clearly explained new concepts?

Have I provided a context for the research or is more background information needed?

Have I used tables and figures to represent data?

Have I summarized my findings?

Have I written clearly?

Have I stayed on topic throughout the report?


XVI. BUSINESS MEETINGS

2. Reading: 1-c, 2-e, 3-f, 4-a, 5-d, 6-b.

4. Vocabulary: 1-c, 2-d, 3-e, 4-k,h, 5-f, 6-g,l, 7-n, 8-f, 9-l, 10-b, 11-j, 12-o, 13-m, 14-a, 15-i.

2. Reading: Meeting Tips Summary

Don't Meet. Avoid a meeting if the same information could be covered in a memo, e-mail or brief report.

Set Objectives for the Meeting. Before planning the agenda, determine the objective of the meeting. The

more concrete your objectives, the more focused your agenda will be.

Provide an Agenda Beforehand. Your agenda needs to include a one-sentence description of the meeting

objectives, a list of the topics to be covered and a list stating who will address each topic for how long.

Follow the agenda closely during the meeting.

Assign Meeting Preparation. Give all participants something to prepare for the meeting, and that

meeting will take on a new significance to each group member.

Assign Action Items. Don't finish any discussion in the meeting without deciding how to act on it.

Examine Your Meeting Process. Don't leave the meeting without assessing what took place and making

a plan to improve the next meeting.

XVII. NEGOTIATING IN BUSINESS

4. 3. Speaking:

do your homework: gather information that supports your position

consider the other person‘s needs: see that the other person benefits too

rehearse: the more you rehearse, the better your performance will be; practice what you will say

know your strengths and weaknesses: minimize your disadvantages and make the most of your

strong points

search for mutually satisfactory solutions: look for compromises that result in joint gain

resist the pressure to cave in: time pressure (This sale ends tomorrow); fear of loss (Another

customer wants it, but…); extreme proposals (You must be crazy to ask for $ 10, 000 – 5, 000 is

my best offer)

know what you want: define your goals

6. Language functions: 1-g/c, 2-e, 3-c/g, 4-f; 5-i/j; 6-j; 7-h/d.

XVIII. INTERCULTURAL ASPECTS OF BUSINESS COMMUNICATION

BIBLIOGRAPHY

Beresfor, Cynthia. Business Communication. Practical written English for the

Modern Business World, BBC English by Radio and Television, 1984.

Beresford, Cynthia. Business Communication. Practical Written English for

the Modern Business World, BBC English by Radio and Television,

1995.

Bovée, Courtland L, Thill, John V., Business Communication Today,

McGraw-Hill, Inc., New York, etc., 1992.

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