COM 300 Chps 3, 13, and 16

Workplace Writing: Planning, Packaging, and Perfecting

Communication, 1st ed.

Chapters 3, 13, and 16

Steven M. GersonSharon J. Gerson

Workplace Writing: Planning, Packaging, and Perfecting

Communication, 1st ed.

Chapter 3: Meeting the Needs of the Audience


Workplace Writing, 1st EditionGerson and Gerson

© 2010 Pearson Higher Education,Upper Saddle River, NJ 07458. • All Rights

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Chapter 3: Meeting the Needs of the Audience

This chapter discusses the following: Audience Recognition Defining Terms for Different Audience Levels Biased Language—Issues of Diversity Multiculturalism Sexist Language Audience Involvement



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Phil Wegman, Program Director of Skills Enhancement for the Center for Business and Technology

Phil says, “I receive two to three calls every day from companies, desperate for Spanish language training. They need to teach their supervisors how to communicate more effectively with customers as well as with employees for whom English is a second language.”

How does Phil meet his communication

challenges?



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Audience Recognition– Knowledge of the Subject Matter Clear communication is written at the audience’s

level of understanding. Your audience’s knowledge of the subject matter

determines whether he or she is a Specialist Semi-specialist Lay

You might write or speak to many people. You then have

Multiple audiences



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Audience Recognition–Specialist

Specialists have these traits: Experts in the field of discussion Work experience/education comparable to

yours Require less detail or background

information Do not generally need

abbreviations/acronyms defined



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Audience Recognition–Semi-Specialist

Semi-Specialists have these traits: Familiar with the subject matter, but it’s not

within their primary area of expertise Understand some abbreviations/ acronyms but not all Require more background information and

detail than specialists



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Audience Recognition–Lay

Lay audiences have these traits: Unfamiliar with the subject matter Unfamiliar with abbreviations/acronyms Need more background information and

detail than specialists or semi-specialists



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Audience Recognition–Multiple Audiences

You might speak to a large group or write a proposal to many readers.

Multiple audiences include combinations of specialists, semi-specialists,

and lay readers



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Audience Recognition–Multiple Audiences (cont.)

To communicate to multiple audiences, Define your terms Provide background information Provide detailed explanations



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Audience Variables

Knowledge of the Subject Matter• Specialists• Semi-specialists• Lay audience• Multiple readers and listeners

Roles• Management • Co-worker• Subordinate• Customer • Vendor • Other business professionals

Issues of Diversity• Gender• Age• Race and/or Religion• Sexual Orientation• Disabilities• Language and/or Culture of Origin—multicultural or cross-cultural



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Biased Language—Issues of Diversity

Audiences for written and spoken technical communication will not always be just like you.

The audiences will be diverse.



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Biased Language—Issues of Diversity (cont.)

Diversity includes Gender Race/ethnicity Religion Age Sexual orientation Class Physical and mental characteristics Language Family issues

NOTE:You must use language with sensitivity. Avoid biased language.



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Understand the importance of diversity. Diversity is protected by the law. Respecting the diverse workplace is the right

thing to do. Diversity is good for business. A diverse workforce keeps companies

competitive.



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Insensitive and Biased Language “The president, a woman, is in charge of a

36-branch operation.” “He suffers from diabetes.” “The old people needed more accessible

seating.” “Define terms for lower-class shoppers.”



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Sensitive and Unbiased Language “The president is in charge of a 36-branch

operation.” “He has diabetes.” “The senior citizens needed more accessible

seating.” “Define terms for shoppers.”



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Multiculturalism

International business requires multicultural communication, the sharing of written and oral information between businesspeople from many different countries.



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The Challenges of Multicultural Communication

Medtronic, a medical technology company, does business in 120 countries.

Many of those countries mandate that product documentation be written in the local language.

Medtronic translates its manuals into 11 languages: French, Italian, German, Spanish, Swedish, Dutch, Danish, Greek, Portuguese, Japanese, and Chinese.



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Multicultural Team Projects

You might work on a “virtual team” project, communicating to colleagues from many different countries.

You must be aware of international Verbal and nonverbal communication norms Management styles Decision-making procedures Sense of time and place Local values, beliefs, and attitudes



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Communicating Globally . . . in Your Neighborhood

Cross-cultural Communication--writing and speaking between businesspeople of two or more different cultures within the same country

“About 19 million people in the United States are not proficient in

English.”



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Communicating Globally . . . in Your Neighborhood (cont.)

By 2014, the U.S. workplace will look like this:

White67%

Black12%

Hispanic16%

Asian5%



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Multiculturalism (cont.)

To meet the challenges of communicating to a multicultural or cross-cultural audience, consider these ten techniques:



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1. Define acronyms and abbreviations.2. Avoid jargon or idioms.3. Distinguish between nouns and verbs.4. Watch for cultural biases and

expectations.5. Be careful with slash marks (/).



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6. Avoid humor and puns.7. Leave space for translations.8. Avoid figurative language.9. Be Careful with Numbers, Measurements,

Dates, and Times. 10. Use stylized graphics.



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Practice Multiculturalism (cont.)

To: Jose Guerrero, Mexico City, Mexico Office; Yong Kim, Hong Kong Office;Hans Rittmaster, Berlin OfficeFrom: Leonard Liss, New York OfficeSubject: Agenda for Teleconference

Time to wrap up that deal. If we don’t finish the project soon, we’re all behind the eight ball. So, here’s what I’m planning for the 03/07/09, 12:00 discussion:

Restructured design—rather than build the part at 8 x 10 x 23, let’s consider a smaller design.

Shipping method—let’s use a new carrier/vendor. We’ve not had good luck with Flyrite Overnight. I’m open to your suggestions. Let’s think outside the box.

Brainstorm before our teleconference so we can tackle this topic pronto. My boss needs our suggestions ASAP, so I need it even sooner. I know you’ll come through with flying colors.

Where are the problems in this e-mail?



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Sexist Language

Fifty percent of the workforce is female. Avoid sexist language, created through

Omission Unequal treatment Stereotyping Sexist pronouns and nouns



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Sexist Language (cont.)

Omission When writing or speaking ignores women, that’s biased

sexism.BAD“With new technologies, men can achieve great

things.”GOOD“With new technologies, workers can achieve great

things.”



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Unequal treatment Referring to women in terms not applied to men

is biased sexism.BAD“Ms. Jones, the dizzy blonde, is Mr.

Gardener’s assistant.”GOOD“Ms. Jones is Mr. Gardener’s assistant.”



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Stereotyping Writing or speaking that implies only men or women

do certain jobs is biased sexism.BAD“The auto mechanics are men of good standing in the profession.”GOOD“The auto mechanics are all certified.”

BAD“A nurse must fill out her patient’s forms correctly.”GOOD“A nurse must fill out patient forms correctly.”



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Sexist pronouns and nouns The pronouns “his” and “he” are masculine. Nouns such as “mankind,” “manpower,” and

“foreman” are masculine. Revise these pronouns and nouns for unbiased

communication.



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BAD“A good employee should make sure that his time card is

accurate .”GOOD“Good employees keep accurate time cards.”

BAD“The foremen ensured that all workers cleaned up the job

site.”GOOD“The supervisors ensured that all workers cleaned up the job

site.”



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Audience Involvement

To involve your audience, Use a personalized tone Show reader benefit



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Audience Involvement (cont.)

Personalized tone Involve your audience by using pronouns:

You Your Us We Our I Me My

NOTE:Companies don’t write to companies.People write to people.Pronouns personalize the correspondence.



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Audience Involvement (cont.)

Reader benefit Show how the audience benefits Use positive words

NOTE:Using “Please” and “thank you” improve the tone of your correspondence.

NOTE:Using words like “advantage” and “achieve” help to sway an audience.



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Meeting Workplace Communication Challenges

Use the end-of-chapter activities to apply chapter principles individually and in groups.

Workplace Writing: Planning, Packaging, and Perfecting Communication, 1st ed.

Chapter 13: Persuasive Workplace Communication




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Chapter 13: Persuasive Workplace Communication

This chapter discusses the following: Traditional Methods of Argument and

Persuasion ARGU Sales Letters Fliers Brochures



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Dr. Georgia Nesselrode, Director of Government Training, Mid-America Regional Council’s Government Training Institute

Georgia writes Cover letters with enclosures Marketing fliers E-mail messages with website links to fliers with more details BrochuresThe correspondence must be complete, persuasive, and present a

professional image.

How does Georgia meet her communication

challenges?



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Traditional Methods of Argument and Persuasion

Ethos: translates as “ethics.” Arguments based on ethics depend on your character.

Logos: translates as “emotion.” Arguments based on emotion seek to change an audience’s attitudes and actions by focusing on feelings.

Pathos: translates as “logic.” Argumentation based on logic depends on rationality, reason, and proof.



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“ARGU” to Persuade

A = arouse reader interest R = refute opposing points of view G = give proof U = urge action



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Avoiding Logical Fallacies

In a corporate environment, you must persuade your audience not only logically but also ethically. Why is the following graphic flawed?



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Correcting Logical Fallacies

Note how the following graphic corrects the fallacy.

-40,000

-20,000

0

20,000

40,000

60,000

Fig. 13.5 Annual Income

1st QuarterIncome2nd QuarterIncome3rd QuarterIncome4th QuarterIncome



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Sales Letters

One way to persuade an audience to purchase products and services is to write a sales letter.

In your sales letter, provide an Introduction Body Conclusion



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Sales Letters (cont.)

Introduction Arouse interest by showing a reader need (or problem),

using any of these options: Anecdotes Questions Quotes Data

Show how your product or service can solve the problem.

Why you are writing

What you are writing about



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Introduction Example:

Are you tired of dull, black and white copies? Wouldn’t full-color copies enliven your proposals? Purchase an XY912z Color Printer today for livelier text and graphics.

Questions to highlight why you are writing

Sell what you are writing about



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Body Refute opposing points of view. Give proof to develop your assertions.

Provide data Give testimonies Document credentials

Itemize for easy access.



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Body Example:

Our XY912z Color Printer provides you these benefits:

Unlimited color combinations Accessibility to 100s of fonts Color resolutions up to 360 dpi (dots per inch)



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Conclusion Urge the reader to act, using these options:

Give directions Provide a tear-out for more information Supply a self-addressed stamped envelope Offer a discount Give contact information

Incentives to encourage a sale



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Conclusion Example:

If you call TODAY (1-800-XY912zC), we will give you a 10% discount on your purchase plus a Free extra color cartridge for future use.

Incentives to encourage a sale



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Fliers

Fliers, one-two page overviews of a product or service, provide these benefits:

Cost effective Time efficient Responsive to immediate needs Personalized



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Criteria for Writing Fliers

Keep them short (one-two pages). Focus on one idea. Use a title to arouse reader interest. Limit your text (100 or fewer words). Increase font size (for impact and

readability). Use graphics for visual appeal.



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Criteria for Writing Fliers (cont.)

Use color for impact. Use highlighting techniques for ease of

access. Find the phrase—a logo or slogan. Recognize your audience. Avoid grammatical errors.



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Brochures

Brochures, six or more panels of information, usually printed in landscape, provide these benefits:

Create awareness of a product or service Increase understanding of a product or

service Advertise new products or services



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Criteria for Writing Brochures

Panels and gutters

3 panels per page

Gutters separate the panels



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Criteria for Writing Brochures (cont.)

Title page Topic Graphic Contact Information

Title page



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Back panel Conclusion Mailing information Coupons Location

Back panel



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Body panels Prices Options Maps Credentials Directions Tech specs Company history Delivery options Bios Payment plans (and more)

Body panels



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Headings/subheadings (parallel) Graphics Development (inform, persuade, instruct,

build rapport) Conciseness Sales tone Correct Grammar



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Workplace Writing: Planning, Packaging, and Perfecting Communication, 1st ed.

Chapter 16: Research and Documentation




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Chapter 16: Research and Documentation

This chapter discusses the following: Why to conduct research in your workplace communication How to use both primary and secondary research in your

workplace communication How to locate information in the library and online How to document your sources of information



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Tom Woltkamp, Information Solutions Senior Manager, Teva Neuroscience

To find solutions for his company’s software needs, Tom conducts both primary and secondary research:

Questionnaires Internet Searches Consultation with experts Interviews Online and hardcopy journals

How does Tom meet his communication challenges?



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Why Conduct Research

Perform research to create content support commentary and content with details prove points emphasize the importance of an idea enhance the reliability of an opinion show the importance of a subject to the larger

business community address the audience’s need for documentation and

substantiation



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Researching Primary Sources

Primary—research that you originate by Preparing a survey or a questionnaire targeting a group of

respondents Networking to discover information from other individuals Visiting job sites Performing lab experiments Interviewing



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Researching Secondary Sources

Secondary—research from already printed and published information taken from Books Periodicals Newspapers Encyclopedias Reports Proposals or other business documents Web site or blogs



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Criteria for Writing Research Reports

Audience If you are performing research for an oral

presentation or written report, who is your audience?

Specialist? Semi-specialist? Lay? Multiple?



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Criteria for Writing Research Reports (cont.)

Style Research reports tend to be more formal than

other kinds of workplace communication. Research requirements (documentation) are

formally rigid. Strive for objectivity and correctness (to avoid

plagiarism).



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Formatting Overall organization. As with all workplace

communication, a research report (oral or written) should consist of an

Introduction Body Conclusion



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Formatting (cont.) Internal organization. You can use many

methods of organization within the body of a report, including

Problem/solution Comparison/contrast Analysis Cause/effect



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Formatting (cont.) Documentation. Research demands that you

tell where you got your information. Include Source citations Works Cited or Reference pages



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How to Conduct Research

Decide on goals. Select a topic to research Spot-check sources of information Establish a focus Research the topic thoroughly, using

Books Periodicals The Internet



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How to Conduct Research (cont.)

Internet Research SourcesSearch Engines Metasearch

EnginesSubject Directories

Google Clusty Librarians’ Index

Yahoo Dogpile Infomine

Ask.Com SurfWax Academic Info

Copernic Agent About.Com

Google Directory

Yahoo



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Gather data. Take notes Isolate key points Write a statement of purpose (to maintain focus) Create an outline



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Writing Review your research. Organize your report effectively. Write a rough draft.



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Citing Sources

• Cite your sources carefully and correctly.― MLA or APA― Source citations― Works Cited or Reference pages



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COM 300 Chps 3, 13, and 16

Education

upper saddle

achieve great

writing aboutworkplace

writing research

specialists

secondary

sexist language

biased languageissues