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©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©denphumi/ThinkStock
Instructor PowerPoint
1
Learning Objective
1
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. © MelisendeVector.com/Fotolia
Ch. 3 / Slide 2
Apply Phase 2 of the 3-x-3
writing process, which
begins with formal and
informal research to
collect background
information.
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. © mostafa_fawzy/Fotolia, © Ogerepus, Fotolia, © arrow/Fotolia
Ch. 3 / Slide 3
Informal Research Methods
Search company digital or other files.
Conduct an informal survey.
Talk with the boss.
Interview the target audience.
Brainstorm for ideas.
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. © Tonis Pan/Fotolia, © Marina Zlochin/Fotolia, © Edvard Molnar/Fotolia
Ch. 3 / Slide 4
Formal Research Methods
Investigate primary sources.
Search manually.Access electronically.
Conduct scientific experiments.
Learning Objective
2
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. © vladgrin/Fotolia
Ch. 3 / Slide 5
Organize information
into strategic
relationships.
Ch. 3 / Slide 6
Organizing Informationto Show Relationships
Group similar
ideas.
Organize into lists or outlines.
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. © Sergej Khackimullin/Fotolia, © iQoncept/Fotolia
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 7
Tips for Efficient Outlining
Define the main topic (purpose of message) in the title.
Divide the main topic into 3 to 5 major components.
Break major component into exclusive subpoints (no overlapping).
Use details, illustrations, and evidence subpoints.
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 8
Organizing Ideas Into Strategies
Use the Direct Strategy if audience will be
Pleased
Somewhat interested
Neutral
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 9
Organizing Ideas Into Strategies
Use the Indirect Strategy if audience will be
Uninterested
Displeased
Disappointed
Hostile
Learning Objective
3
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 10
Compose the first draft of a
message using a variety of
sentence types while avoiding
sentence fragments, run-on
sentences, and comma splices.
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 11
Achieving Variety With Four Sentence Types
1. Simple sentence
(one independent clause)
2. Compound sentence (two independent clauses)
She needs a job.
She needs a job, and she must expand her skillset.
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 12
Achieving Variety With Four Sentence Types
Because she needs a job, she must expand her skillset.
Because she needs a job, she must expand her skillset; however, she also must begin networking.
3. Complex (one independent and one dependent clause)
4. Compound-complex (two independent clauses and one dependent clause)
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 13
Three Common Sentence Faults
1. Avoid fragments
(broken-off parts of sentence).
Fragment: E-mail seems boring. When compared with Twitter.
Revision:E-mail seems boring when compared with Twitter.
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 14
Three Common Sentence Faults
2. Avoid run-ons (two independent clauses without coordinating conjunction or semicolon)Run-on: He’s addicted to social media he posts updates constantly.
Revision:He’s addicted to social media, and he posts updates constantly.
Revision:He’s addicted to social media; he posts updates constantly.
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 15
Three Common Sentence Faults
Comma splice: He prefers a tablet, she prefers her laptop.
Revision:He prefers a tablet; she prefers her laptop.
Revision:He prefers a tablet; however, she prefers her laptop.
Revision:He prefers a tablet, but she prefers her laptop.
3. Avoid comma splices (two clauses joined without proper punctuation)
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 16
Prefer Short Sentences
8 words
15 words
19 words
28 words
100%
90%
80%
50%
Sentence
Length
Comprehensi
on Rate
Learning Objective
4
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. © peshkova/Fotolia
Ch. 3 / Slide 17
Improve your writing by emphasizing
important ideas, employing the active
and passive voice effectively, using
parallelism, and preventing dangling
and misplaced modifiers.
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 18
Developing Emphasis
Emphasize important ideas by using vivid and specific words.
General Vivid, Specific
She has a new gadget. Lisa loves her new iPad.
That skyscraper is tall. The Burj Khalia in Dubai is 2,723 feet tall.
Someone left a message. Michael Lee called this morning and said he would call again at 4 p.m.
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 19
Developing Emphasis
Label the main idea.
Unlabeled Labeled
Explore the possibility of leasing a site, but also hire a consultant.
Explore the possibility of leasing a site, but, most importantly, hire a consultant.
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 20
Developing Emphasis
Emphasize the most important idea by placing it first or last in a simple sentence and by making it the sentence subject.
Unemphatic Emphatic
Labor lawyers say that companies should review their internship programs because most often they are illegal if interns are not being paid for their work.
Most internship programs are illegal if interns are not paid.
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 21
Using Active and Passive Voice Effectively
Use active-voice verbs for clear expression.
We lost money.
Money was lost.
Use passive-voice verbs to de-emphasize the performer or to be tactful.
Congress recently passed the new law.
The new law was recently passed.
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 22
Use Active Voice for Directness, Vigor, and Clarity
Indirect and Less
Clear in
Passive Voice
Direct and More
Clear in
Active Voice
A customer service blog was started last year.
Rosario started a customer service blog last year.
The economy is expected to improve.
The government expects the economy to improve.
Performance reviews were completed.
The manager completed performance reviews.
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 23
Use Passive Voice to Emphasize the Action, Not the Doer
Less Tactful in
Active Voice
More Tactful in
Passive Voice
We cannot grant you credit. Credit cannot be granted.
The hospital cannot admit patients without insurance.
Patients without insurance cannot be admitted.
Our CEO missed his estimate on this quarter’s profits.
Quarterly profits missed their estimates.
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 24
Use Parallelism to Achieve Balance
Lacks Parallelism Illustrates Parallelism
We focus on money –earning it, investing it, and how to spend it.
We focus on money –earning it, investing it, and spending it.
Applicants are interested in work environment and how they can advance their careers.
Applicants are interested in work environment and career advancement.
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 25
Use Parallelism to Achieve Balance
Lacks Parallelism Illustrates Parallelism
Our peanut butter spread (a) is all natural, (b) contains no hydrogenated oil, and (c) there’s no need to stir.
Our peanut butter spread (a) is all natural, (b) contains no hydrogenated oil, and (c) requires no stirring.
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 26
Avoid Dangling Modifiers
Not This But This
Walking down the street, our sign is easy to see.
Walking down the street, people can easily see our sign.
To enroll, an application must be sent by April 1.
To enroll, you must send an application by April 1.
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 27
Avoid Misplaced Modifiers
Not This But This
An autopsy revealed the cause of death to be strangulation by the coroner.
An autopsy by the coroner revealed the cause of death to be strangulation.
Never pet, play with, or give commands to a person using a guide dog without permission.
Without permission, never pet, play with, or give commands to a person’s guide dog.
Learning Objective
5
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 28
Draft well-organized paragraphs that
incorporate (a) topic sentences, (b)
support sentences, and (c) transitional
expressions to build coherence.
Support
Sentences
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 29
Drafting Effective Paragraphs
Topic Sentence
Tells readers what to expect
Illustrate, explain, and strengthen the topic sentence
Explains central thought
Provide details and evidence
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 30
Building Paragraph Coherence
To build paragraph coherence, link ideas with one of these techniques:
Sustain the key idea by repeating a key expression or a similar word throughout a paragraph.
Dovetail sentences by connecting the beginning of each new sentence with a word from the end of the previous sentence.
Use a pronoun in one sentence to refer to a noun in the previous sentence.
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 31
Building Coherence With Transitional Expressions
Use transitional expressions to build coherence for special effects:
To Add or Strengthen
To Show Cause and Effect
To Suggest Control
additionally consequently by contrast
again as a result conversely
also for this reason on the contrary
likewise therefore on the other hand
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Ch. 3 / Slide 32
Building Coherence With Transitional Expressions
Use transitional expressions to build coherence for special effects:
To Show Time
or OrderTo Clarify To Contradict
after for example actually
before in other words however
earlier for instance instead
finally I mean rather
©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. © MelisendeVector.com/Fotolia
Ch. 3 / Slide 33
Controlling Paragraph Length
Compose short paragraphs.
Paragraphs with eight or fewer printed lines are most readable.
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