OUMH1203 ENGLISH for WRITTEN COMMUNICATION TUTOR: MISS ONG GEK SIEW NAME: ZAMALUDIN B.

TAHA REVISION TOPIC 1 1. What is the purpose of communication? The purpose of communication is to get our message across to others. 2. Define Communication and draw the process. Communication is defined as giving, receiving or exchanging information, opinions or ideas so that the message is comp ete ! understood "! ever!"od! invo ved. #ender $essage %eceiver

&nderstand and interpreting the feed"ac' %eceiver ). (eed"ac'

&nderstand and interpreting the message #ender

Wh! is it important to get !our message across? *etting our message across is important to progressing+ we can conve! our thought and ideas effective !.

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-dentif! . stages of communication process that might minimi/e "arriers in communication. a0 "0 c0 d0 e0 f0 g0 h0 i0 70 '0 #tatus Cu tura differences Choice of communication Channe s 1ength of communication &se of anguage Disa"i ities 2nown or un'nown receiver -ndividua 3erceptions45ttitudes43ersona ities 5tmosphere46oise4Distraction C arit! of message 1ac' of feed"ac' 1

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Communicators need to heed what 9give 8 main factors0 in order to essen pro" ems in communication? ! (! )! *! '! f0 g0 h0 i0 70 '0 "# #$" % ro&' )$&#$r & *+ff'r',)'" )-o+)' of )o..$,+) #+o, )- ,,'&" &',/#- of )o..$,+) #+o, $"' of & ,/$ /' disa"i ities 'nown or un'nown receiver individua perception 4 attitudes 4 persona ities atmosphere 4 noise 4 distraction c arit! of message ac' of feed"ac'

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What is written communication? Written communication is communication "! means of written s!m"o s and it communicated "! or to or "etween peop e or groups. -t provides records for future reference.

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;ow can !ou improve !our written communication s'i s? <ou can improve !our written communication s'i s "! commencing writing, start writing in simp e p ain =ng ish. Then move from something concrete to something a"stract and expressive. We have to continua ! practicing and editing our own wor'. Thus, we can avoid ma'ing grammatica errors which ma'e our document difficu t to read and causes communication "arriers.

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=xp ain with the examp es the common errors !ou might face in writing? a0 Co,f$"+,/ & ,/$ /' means confusing words that can mis ead the reader and cause communication "rea'down or "arriers "etween the writer and the reader. #ome words are am"iguous, "om"astic, vague, sexist, trend! exaggerated, inf ated and archaic. V'r(o"+#0 means the use of too man! words. The overuse of words interferes with understanding. Poor S',#',)' S#r$)#$r' re ates to writing fragments instead of who e sentence and writing sentences that ac' unit!. Tr! to 'eep !our sentence9s0 short and compact to ensure that the! are correct, ogica and eas! to read. 1ong comp icated sentences can "e difficu t to read and understand. Word order is important for meaning. I,for. #+o, o1'r&o * means giving too much information, hence, the reader "ecomes overwhe med and confused. 5 writer must decide what sort of information is re?uired in order to produce a c ear, concise and re evant written wor'.

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6ame the component which is the minimum accepta" e standard in short memorandum report. a0 "0 c0 d0 e0 %eaderAs name WriterAs name Date #u"7ect ine or tit e Bod!

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What must "e documented? 5n! idea, ogic or argument or phraseo og! derived from an outside source must "e documented.

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What are the factors that affect the choice of methods of communication? a0 "0 c0 d0 e0 f0 cost time confidentia it! convention urgenc! whether written records are re?uired

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Wh! peop e are apprehensive of writing? 3eop e are apprehensive of writing due toD a0 oneAs wea'nesses as a writer 9for examp e, anguage deficiencies0 "0 too much information in the text c0 wrong choice of channe or format de iverance d0 "arriers "etween the sender and the receiver 9 for examp eD cu tura , status, ro e0 e0 too man! process

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What do !ou need to ensure that !our document is eas! to read for peop e at a organi/ation eve ? a0 "0 c0 d0 a c ear indication of !our purpose accurate and o"7ective information suita" e headings a suita" e order of information

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;ow does communication in groups ta'e p ace? Communication in groups ma! "e forma or informa . -n forma setting, peop e meet to discuss su"7ects stated in the agendas and the! ma'e ever! attempt to sett e matters at their disposa . -n an informa setting, matters discussed are of minor importance and this does not mean that serious matters are not discussed at a .

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The EnoiseA in the message ma! ead to? a0 "0 c0 unnecessar! response from the receiver. message is not understood due to anguage "arrier message ma! "e wrong ! interpreted )

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*ive short definition 4 exp anation of the fo owingD a0 "0 C- ,,'& refers to the ine of communication used in the communication process. '2. +&" refer to e ectronic mai which a ows the user to send and receive messages. We can communicate with others around the wor d and participate in the discussion groups.

To3+) 2 1. Wh! do we write etters? We write etters to communicate with other peop e. 2. Wh! is it that !ou need to give date and reference num"ers to forma etters? We need to give date reference num"er to forma etters so that we have a permanent record. ). Brief ! exp ain the different parts of a etter. Do !ou thin' each part is important? Wh!? The different parts of a etter are as fo owD a0 "0 c0 *! '! T-' L'##'r-' * or R'#$r, **r'"" <our recipient needs to 'now who sent the etter and where to send his or her rep !. T-' I,"+*' A**r'"" -t te s the secretar! who the etter is for. A##',#+o, L+,' We need to communicate with the right person to get things done and we direct the etter to that person. S &$# #+o, -t is po ite to offer some form of sa utation. T-' S$(4')# L+,' -t is to descri"e !our our "usiness with the recipient.

Fur etter is incomp ete without these parts of the etter. ,. =xp ain "rief ! the conventions of etter writing? The conventions of etter writing are written sing e spaced in three parts, name ! the introduction, midd e 9sometimes ca ed the "od!0 and conc usion. The introduction and conc usion are often made up of one paragraph each. The midd e can "e stretched to two or more paragraphs depending on the content. 8. =xp ain "rief ! how one shou d go a"out writing the midd e of the etter? This part if the etter is to support the introductor! paragraph which introduces one idea. -f we are app !ing for a 7o", this section is where we provide some detai s of ourse ves. We can event su"mit a Curricu um Gitae to give fu detai s on ourse ves together with the etter.

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=xp ain "rief ! on how to conc ude !our etter? This section is to drive our message through. We express our gratitude to our recipient even if we do not 'now if he or she wi respond positive ! to our message.

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What is a forma etter? 5 forma etter is etters send "! someone in an organisation to someone outside the organisation as to ma'e their communication forma .

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What are the reasons of writing fo ow up etters? a0 "0 c0 To show that we understand what our c ient re?uires Whether we can fu fi their re?uests To express our p an or ideas in c ear, precise and easi ! understood anguage.

To3+) 3 1. Draw & ric 6eisserAs $ode of communication.

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6ew -nformatio n 6eeds -deas -mages of the wor d etc

=xp oratio n

5ffect

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What are the differences "etween the mode s of communication "! C aude #hannon, %oman Ha'o"son, & ric 6eisser and $ichea 3o an!i? %oman Ha'o"son %ussian 1inguist -ntended his mode for spo'en communication. & ric 6eisser 3s!cho ogist of cognition ;e presents perception as exp orator! and recursiveness. ;e app ies it to the writing processes. *uide reader I6eeds I -deas I-mages of the wor d =xp oration 5ffect The text does not conve! the origina experience to the reader instead meaning. 6ew -nformation $ichea 3o an!i 3hi osopher Be ieves in the Tacit dimension 5 person discovers meaning in an experience. The person writes something i'es poems, essa!s, etc. Writer texts reader or a tota stranger

C aude #hannon =ngineer Based his information theor! on mathematica theorems. channe

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Context Writer contact Code message This does not account for the motive and such factors. The writer and the readers use the same code in order to ma'e the communication simp er.

receiver

The encoding and decoding of information is important to "e transferred

;is mode ignores the reason peop e compose messages. The message itse f is not a wa!s the reason peop e communicate. #ometimes the communication is not to re a! information "ut to "ui d and maintain re ationship ).

;e fai s to ta'e into account the earning that goes into neither communicating nor the recursiveness in writing and reading.

We write guided "! our ideas, "e iefs and motivation. 5s we write, we exp ore, discover and earn. -nformation produced starts us with new ideas, then new ideas inf uence our "e iefs and exp oration "egins again and again. Writing process as motivated, exp orator! and recursive.

The mode high ights on the importance of interpretation.

Discuss %oman Ha'o"sonAs mode in detai . ;e is a %ussian 1inguist and he intended his communication mode for spo'en communication. #ome argues that his mode does not app ! to written communication at a , a though this is de"ata" e. ;is mode ta'es into account the writer, reader, context, message, contact, and code. -t does not account for the motive and such factors. .

The )o,# )# is our medium, can "e simp e as a poster on a wa . The )o*' is the anguage !ou 5r+#' in. -f the 5r+#'r and the r' *'r" use the same code then communication is much simp er. The code a so inc udes the a pha"et !ou use, the discourse conventions !ou use and such things. %oman Ha'o"sonAs mode "orrows from C aude #hannonAs mode transmission via channe . ;e fai s to ta'e into account the earning that goes into neither communicating nor the recursiveness in writing and reading. ,. Discuss $ichea 3o an!iAs mode in detai . ;e is a phi osopher. ;is wor' contri"utes to our understanding of communication. ;e "e ieves in the tacit dimension+ the fact that we 'now more than we can sa! and than we often sa! more than we rea i/e. -n this mode , a person discovers meaning in an experience. #omeone who read the text discovers meaning in it. The reader ma! "e the writer himse f or a comp ete stranger. The important imp ication of this mode is that the text does not conve! the origina experience to the reader instead it conve!s meaning. The meaning the readers discover in the text ma! not "e the meaning intended "! the writer. $an! texts do not conve! a sing e, une?uivoca meaning to a readers. This mode high ights on the importance of interpretation as the mode "ased on & ric 6eisserAs wor'. 8. What do !ou thin's signs and s!m"o s refer to in the process of communication? S+/," can "e an!thing that is used to point or stand for something e se. 5s for "0.(o&", the! are signs we use to refer to comp ex things. .. ;ow do !ou interpret iterature? -n iterature the "0.(o&" are portrait in the form of &&'/or+'" which can "e interpreted to revea a hidden meaning. :. What is sign, s!m"o s and metaphor? *ive examp es for !our exp anation. a0 S+/," can "e used to represent an!thing such as ideas, experiences, images, o"7ects, fee ings, concepts and ever!thing e se. Words are signs. The things represented "! these signs need not "e present when we use the signs. (or examp e, when we use names to ta ' a"out peop e, the! need not to "e there when we ta ' a"out them. #igns are used in contexts which are in turn p a!ed a ma7or ro e in he ping us understand the signs. We understand road signs "ecause the! are p aced on roadsides. 5 simp e and conventiona use of sign is ca ed itera meaning. S0.(o&" have comp ex meaning in addition to the itera meaning. #ometimes, the itera meaning of the s!m"o ma! ta'e itt e or no sense, so the comp ex meanings ta'e precedence. The more significant or important the s!m"o , the more meanings it em"odies. -n some cases, the meanings ma! even contradict each other. (or examp e, !e ow is the ro!a co our of our countr! "ecause it portrait the eadership of our <ang DiJpertuan 5gong. This s!m"o does not refer to other countries.

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5 .'# 3-or is a so i'e a s!m"o . -t is a statement, phrase or word that stands for something e se. The "usiness wor d has p ent! of these, used in ever!da! communication. (or examp e, !ou receive a etter of comp aint sa!ing that the orange 7uice !ou sent was not up to your standards. This phrase can rea ! mean something i'e your delivery was tasteless and we are going to buy our stock from someone else from now on. The pro" em with metaphors is that the! can "e usa" e and if !ou do not 'eep up with changes, !ou can "e easi ! misunderstand the message.

To3+) 6 1. ;ow do !ou write a good report? a0 "0 c0 d0 e0 2. *athering the re evant data of the pro7ect carried out, co ecting re evant information on target topic or deve oping the theor! that wi form the foundation of !our report. #orting, categori/ing and ana !/ing the pro7ect data, information on target topic or experiment resu ts. 3 anning and out ining the report in the appropriate st! e and conventions. Drafting the report. %evising and editing the draft, and preparing the fina draft.

;ow do !ou gather data? a0 "0 c0 d0 $a'e note on how !ou want !our data presented in the report. 6ote !our opinions and the information re ating to !our opinions. Document !our p an in detai . 2eep progress notes.

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Wh! do !ou need to ana !se and sort the data? 5t this stage, we have to decide what actua ! we want to te our readers.

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1ist the steps of ana !/ing and sorting of data. a0 "0 c0 d0 e0 f0 g0 h0 Write down a !our resu ts and o"servations 9!our data0 in no particu ar order. 6ote down a the opinions !ou gained when initia ! gathering the data. 6ote down new ones !ou gets as !ou are compi ing these o der opinions. Choose the ones that !ou need. 5rrange a !our data in the order of their importance. #ort out the data !ou want to put into !our conc usion. Turn !our points into i ustrations to he p !ou present them. Fut ine !our fina report and draft it.

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-s out ining necessar!? -t is necessar! "ecause it he ps us write a c ear report which is organised, concise and eas! to read.

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What are the differences "etween t!pica report and technica report? -f !ou are writing a t!pica report, !our headings ma! inc udeD #ummar! -ntroduction #!m"o s Theor! 5na !sis %esu ts and discussion #ummar! of resu ts Conc usions Conc uding remar's 5ppendix %eferences -f !ou are writing a technica report, !our out ine ma! inc udeD 5pparatus Test specimens Test procedure #amp e ca cu ation

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Wh! do !ou need to add introductor! and transition paragraphs? We need to add introductor! and transition paragraphs to ma'e things f ow smooth ! in a report.

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What do !ou norma ! do when !ou edit !our second draft? Chec' for st! e and oo' at how !ou want to sa! things and are the! easi ! understood.

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-s revising draft important? Wh!? %evising draft is important, to ma'e sure that our report effective.

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=xp ain stages of revision. a0 -n #tage Fne, we have to chec' and ma'e sure that we have inc uded a the data, statistics, opinions or an! other materia s that !ou need to get !our thoughts across in the report. -n #tage Two, we have to chec' for organisation, mechanics and conventions to ma'e sure our o"7ective, su"7ect and method are c ear ! stated. We a so chec' for the smoothness of the f ow, c ear i ustration and proper a"e ing. -n #tage Three, we have to chec' our anguage, the spe ing, and the grammar and anguage mechanics. Tr! to avoid unnecessar! comp icated anguage.

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What happens to !our report if !ou do not fo ow the process? <our report wi oo' and sound good and it pro"a" ! wi not "e effective. @

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6ame two st! es in writing reports? a0 "0 The report st! e The writing st! e

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What are the criteria for good reports? *ood reports are c ear, concise, f ow smooth ! and written from an o"7ective point of view.

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;ow do !ou write a report in writing st! e? a0 "0 c0 d0 *et to !our point ?uic' !. 5 wa!s emphasi/e !our main ideas. 2eep !our facts and opinions separate. %epresent !our data.

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Wh! do !ou write introduction in a report? a0 "0 c0 d0 e0 -t prepares the reader to easi ! receive what the writer intends to present. -t aunches !ou immediate ! into the tas' of re ating !our readers to the su"7ect matter of the report. -t ma'es c ear the precise su"7ect to "e considered, indicates the reasons for considering the su"7ect, and a! out the organisation and scope of the report. -t te s !our reader what !ou p an to te and wh! and how !ou wi te it. -t focuses !our readersA attention on su"7ect to "e treated. -t shou d "e ena" e them to approach the "od! of the report natura ! and inte igent !.

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What are the primar! functions of introducing reports? a0 "0 c0 d0 #tatement of #u"7ect #tatement of 3urpose #tatement of Frganisation and #cope #t! e and ength

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;ow does authorAs chec' ist he ps !ou in writing reports? -t he ps us to create a c ear, concise and effective report.

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What must !ou avoid when !ou are writing for content and st! e? 5void using footnotes, ong and comp ex sentences, too man! commas, too man! con7unctions, nouns and ad7ectives.

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To3+) 7 1. K Wh! does a te ephone cannot rep ace "usiness etters? a0 "0 c0 d0 e0 1etters provide a permanent, written record of "usiness transaction. 1etters represent a commitment on the part of the writer. 1etters provide trave ing sa esperson and "us! executives with a convenient wa! to receive information and to respond. The! can usua ! set time aside to answer their mai . 1etters that are carefu ! p anned can create goodwi . #ometimes it can stimu ate "usiness even in situations where customers or c ients are dissatisfied with a product or service. When a message is comp icated, and the writer wishes to reduce the possi"i it! of confusion, a etter can provide c ear documentation of his or her position. #imi ar !, a etter is idea when recipient of a message needs time to stud! it.

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;ow do !ou thin' "usiness etters differ from other t!pes of etters? Business etters usua ! represent a direct communication "etween one person and another. We are in a good position to ta'e into account our readerAs need. We gain same insight into the i'e ! needs and fee ings of our reader. 1ater we tai or our message to fit those needs and fee ings so to have a chance to "ui d goodwi for our "usiness or organisation. 5 thoughtfu etter that seems sincere can great ! enhance pu" ic image of an organisation or "usiness.

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=xp ain the process of "usiness etter writing. a0 "0 c0 d0 e0 =sta" ish our purpose. 3repare an out ine. Write a rough draft. #et the draft aside for a coo ing period. %evising the rough draft.

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Wh! active voice is more preferred in writing "usiness etter? The active voice creates a friend ier, more courteous tone than the passive which tends to sound impersona and unfriend !. 3o ite wording, such as the use of p ease, he ps to create goodwi .

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;ow do !ou determine the choice of words and tone? 5 good writer a wa!s uses active ver"s which are simp e, forma , c ear and precise. -t creates friend ier and more courteous tones. 5void using "oth the goodwi and the !ou viewpoint that can "e overdone and eads to a fawning insincere tone ca ed p astic goodwi .

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%ewrite the fo owing statementD <ou give ver! not good te evision. - want !ou to pa! me "ac'. -f !ou donAt pa! me - wi ma'e a report to newspaper.

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The te evision that !ou so d me is not functioning we . - wou d i'e to see that !ou refund m! mone! or - have to ma'e a media statement. :. ;ow do !ou present good news and "ad news? Which is more effective? *ive examp es. -t is more effective to present the good news direct ! and the "ad news indirect !. $an! readers do finish a etter when "ad news is presented at the outset, "ut the! genera ! continue to read with a predetermined opinion concerning what fo ows. The! ma! "e s'eptica a"out an exp anation, or the! ma! re7ect a reasona" e a ternative presented "! the writer. >. What is the pattern of writing "ad news? a0 "0 c0 @. Buffer Bad news *oodwi

What is "uffer? 5 "uffer is something that prevents something e se from "eing harmed or that prevents two things from harming each other.

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<ou are a manager for ;uman %esource Department. Write a etter of good news to a successfu emp o!ee who got promoted to 5ssistant $anager.

$ega #uria *roup of Companies 6o. ::>, The $edan Bou evard, $iri Cit! Ha an Temenggung, @>CCC $iri #arawa' 9@)C,0,,88 8@C2 eJmai De i/aLmega.com (e"ruar! 12, 2CC: $r. #imon *arfun'e , 282., %oc' %oad, @21)C 2uching, #arawa'. Dear $r. #imon *arfun'e , 3 ease accept our offer of the position of an 5ssistant $anager at $ega #uria *roup of Companies. -f the terms we discussed in the interview are accepta" e to !ou, p ease come in at @D)C a.m. on (e"ruar! 2.. 5t that time we wi as' !ou to comp ete our personne form, in addition to the discussion in the interview. -, as we as the others in the office, oo' forward to wor'ing with !ou. =ver!one was ver! impressed with !ou during the interview. #incere !, = i/a"eth Hohn ;uman %esource $anager

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What do !ou need to consider when !ou want to "ui d goodwi ? The information that either puts the "ad news in perceptive or ma'es the "ad news seem reasona" e maintains goodwi .

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;ow man! ma7or parts wou d a etter have? 6ame them. a0 "0 c0 ;eadings -nside address #a utation 1)

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Bod! Comp imentar! c ose 5dditiona information

Who is the t!pist? W1TD-s! The t!pist is -s!.

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=nc osure indicates that the etter writer is sending materia a ong with the etter. 1ist the criteria of good "usiness etters. a0 "0 c0 d0 e0 f0 g0 C ear Concise Correct Courteous Conversationa Convincing Comp ete

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What do !ou need to 'eep in mind when writing "usiness etters? a0 "0 c0 d0 e0 f0 g0 &se active ver"s rather than passive ver"s. 2eep !our sentence average ength ow. &se simp e words rather than comp ex ones. =dit word! phrases. 5void 7argon and technica terms. 5void a""reviations. 5void a"stract words and phrases.

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Wh! is it readers is our priorit!? %eaders are our priorit! "ecause the! are our c ients. The! wi read our etter "ecause the! want to get the re evant information which is eas! to understand, c ear and precise. The! want straight answers from us. #o we wi write on ! what the! want and we wi adapt our st! e and content according ! to meet their re?uests.

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When do !ou write a etter of en?uir!? We write a etter of in?uir! when we as' for more information concerning a product, a programme, service or other information a"out a product or service that interests us. This is a wa!s done in response to an advertisement that we have seen in a paper, a maga/ine, a TG commercia or radio announcement, when we are interested in purchasing a product, in a programme that we need more information "efore ma'ing a decision.

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