Communicating in the Workplace Canadian Ed. 6 - Chapter 7 1 COMMUNICATING IN THE WORKPLACE Sixth Canadian Edition CHAPTER 7 SHARPENING WRITING SKILLS

Communicating in the Workplace Canadian Ed. 6 - Chapter 7

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COMMUNICATING IN THE WORKPLACESixth Canadian Edition

CHAPTER 7

SHARPENING WRITING SKILLS


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Section 7.1 Revising, Editing, and Proofreading

• REVISING your written work involves three main steps.

1. Checking Audience, Purpose, and Tone

2. Reviewing the Organization

3. Reviewing the Language


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Checking Audience, Purpose, and Tone

• Is the purpose of the document clear?E.g. to persuade; too inform; to promote goodwill

• Is the writing tailored to the audience?

How familiar are they with your subject?

• Is the tone appropriate for the audience?

e.g. formal / informal / serious / humorous


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Reviewing the Organization

• Is the organization logical?

• Do all sentences keep to the point?

• Are transitions used to connect ideas?


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Reviewing the Language

• Are words used correctly?

• Are the words vivid and specific?

• Are any words overused or unnecessary?

• Is the sentence structure varied?

• Is the message written in active voice?


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• EDITING is the process of checking a revised draft to make sure it meets the criteria of the six Cs of communication.

• Clear?

• Complete?

• Concise?

• Consistent?

• Correct?

• Courteous?


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• PROOFREADING is the process of examining a document to find errors that should be corrected.

• Look for errors in– Capitalization– Content– Format– Grammar– Word usage– Number usage– Spelling– Punctuation– Typing– Word division


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• Spellcheckers will not locate

– A missing word

– A misused word that is spelled correctly

Please Jack and Kate fore there timesheets, and then gave the sheets hour teem leader.

(Please ask Jack and Kate for their timesheets, and then give the sheets to our team leader.)


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Section 7.2 Building Effective Paragraphs

• Building Effective Paragraphs

• Message Structure

• Paragraph Control

• Sentence Control


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Section 7.2Building Effective Paragraphs

MESSAGE STRUCTURE

Message ----- one purpose

Paragraph ----- one main idea

Sentence ----- one main thought


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PARAGRAPH CONTROL

• Paragraph Unity– Main idea of a paragraph usually stated in a topic sentence – often

the first sentence

– Other sentences should support this main idea

• Transitional Words and Phrases– Provide connections between sentences and between paragraphs

• After he receives our input, Ned will complete the list of suggestions.

• Below is a list of our customers in the Halifax area.


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SENTENCE CONTROL

• Vary Sentence Length– Long sentences are often harder to understand than short ones.

– Short sentences can seem choppy and boring.

– Extremely long sentences seem to bury the main thought.

– Vary sentence length

– Planned use of short sentences can be very effective to• Bring out a series of important facts

• Emphasize a point

• Break p a series of longer sentences


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• Vary Sentence Structure– A communication without variety lacks interest.– Too many compound sentences and too many “ands” will make

your message dull.

Your new Metro Spirit coupe costs more, and it offers a variety of convenient standard features. The fuel-injected engine is durable, and you will enjoy its trouble-free operation.

Although your new Metro Spirit coupe costs more, it offers a variety of convenient standard features. Because the fuel-injected engine is durable, you will enjoy its trouble-free operation.


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Section 7.3Writing Effective Sentences

• Writing Effective Sentences

Points to Consider:

• Word Usage

• Proper Subordination of Ideas

• Active versus Passive Voice

• Parallel Structure


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Word Usage– Use the you-attitude and positive words

Thank you for your interest in ABC Company. (not I/we would like to thank ….)Examples of positive words: pleased; success; eager; willing; agreeable; welcome

– Use planned repetition of wordsShe is always on time, and always prepared.

– Use pleasant-sounding wordsAvoid repetition of sounds that create tongue twisters, or that make the message sound unpleasant.We sold seven synthetic slip covers on Saturday.


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Proper Subordination of Ideas• Express the more important thought as a main clause, and the lesser

idea as a subordinate clause.– Weak: Your proposal is interesting, although it does not meet

our specifications.– Better: Unfortunately, your proposal does not meet our

specifications, although we did find it interesting.

• When a sentence contains two ideas of equal importance, divide the sentence into two main clauses. Use a coordinating conjunction.– The project is difficult, but the rewards make the work

worthwhile.

• Eliminate interrupting expressions.– Weak: You are, considering the risks involved, very fortunate.– Better: You are very fortunate, considering the risks involved.


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Active versus Passive Voice• When the active voice is used, the subject of the sentence is doing the

action or being acted upon. The active verb directs the action towards an object.– John finished the assignment. (Not – The assignment was finished by

John.) Note that the passive voice uses a two-part verb.

• If you want to emphasize the receiver of the action, use the passive voice.– I was upset as a result of your actions. (emphasizes “I” – the receiver.)

– Active voice – Your actions upset me. (emphasizes the doer – You.)


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PARALLEL STRUCTURE

• Parallel structure is a must for similar parts of a sentence.

(noun -- noun, adjective – adjective, phrase – phrase, etc.)

Unparallel: The new staff assistant is eager, diligent, and has much knowledge.

Parallel: The new staff assistant is eager, diligent, and knowledgeable.


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PARALLEL STRUCTURE• Balance Comparisons (include all necessary words)

– Unbalanced: Recent studies show that women spend more money on eating in restaurants than men.

– Balanced: Recent studies show that women spend more money on eating in restaurants than men spend.

– Unbalanced: Celia can program just as well, if not better, than George.– Balanced: Celia can program just as well as, if not better than,

George.

(Note what happens in each sentence when you remove the words enclosed by commas.)


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• Balance Modifiers– Incorrect: The company is hiring a manager and engineer.

– Correct: The company is hiring a manager and an engineer.

• Balance Verbs– Incorrect: Rhonda always has, and always will, do a good job.

– Correct: Rhonda always has done, and always will do, a good job.


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• Balance Prepositions– Incorrect: Documentation writers must demonstrate expertise and knowledge of software

programming.– Correct: Documentation writers must demonstrate expertise in and knowledge of software programming.

• Balance Conjunctions– Weak: Marc often talks about the time he had neither money nor position.– Better: Marc often talks about the time when he had neither money nor position.

• Balance Clauses– Unbalanced: Did Mr. Norville pay the bill or his accountant?– Balanced: Did Mr. Norville pay the bill, or did his accountant pay it?


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Section 7.4Structuring Phrases and Clauses

• THOUGHT UNITS– A combination of words that properly belong together is called a

thought unit – e.g. a verb and its complement; a noun and its modifiers.

– Placing the words of a thought unit correctly makes your message easy to understand.

Incorrect: Calling the meeting to order, the new Palm Pilot drew the praise of the vice-president of sales.

Correct: When the meeting was called to order, the new Palm Pilot drew the praise of the vice-president of sales.


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• PHRASES IN THOUGHT UNITS

Incorrect: This Zip drive can be installed by anyone who has studied the computer manual in ten minutes.

Correct: This Zip drive can be installed in ten minutes by anyone who has studied the computer manual.

• CLAUSES IN THOUGHT UNITS

Incorrect: Our goal in marketing is to encourage the public to try our products until our health foods become better known.

Correct: Until our health foods become better known, our goal in marketing is to encourage the public to try our products.


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• AMBIGIOUS WHICH CLAUSESThe word which is a pronoun that refers to another word in the sentence.Unclear: Our gallery has a book on important Canadian paintings which you can purchase for a special price of $30.Clear: For a special price of $30, our gallery has a book on important Canadian paintings.

• WHO DID WHAT?Make it absolutely clear who has done or will do a specific action.Faulty: Ms. Pak saw the prospective customer leaving the stockroom.Correct: Leaving the stockroom, Ms. Pak saw the prospective customer.


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• CONFUSING PRONOUN REFERENCES

It must be clear which noun is referred to by a pronoun.

Unclear: Mr. DeSouza asked Richard to write a report immediately after he returned from the regional sales meeting.

Clear: Immediately after he returned from the regional sales meeting, Mr. DeSouza asked Richard to write a report.

Unclear: I will place the football in the kicking tee, and when I nod my head, kick it.

Clear: I will place the football in the kicking tee, and when I nod my head, kick the ball.


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• CORRECT THIS FAULTS

A common writing fault is the use of this to refer to an entire preceding thought.

Faulty: Employees can’t find parking spaces. This has existed since we hired 50 new employees.

Correct: Employees can’t find parking spaces. This shortage of parking spaces has existed since we hired 50 new employees.


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Section 7.5Using Words Effectively

• THE DICTIONARY

Examples of information provided by a dictionary:

• Spelling

• Definition

• Capitalization

• Hyphenation

• Pronunciation and Division into Syllables

• Inflectional Forms and Derivatives

• Synonyms


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• Inflectional forms are forms of a word that show tense, number, and other meanings. For example, goes is an inflectional form of go.

• A derivative is word formed from another word. For example, contractible is a derivative of contract.

• Synonyms are words that have almost the same meaning as the dictionary entry. For example, a synonym for understand is comprehend.


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THE THESAURUS

If you have a general idea of the meaning you want to convey, the thesaurus will give you a choice of specific words to express that idea.

• A thesaurus can be useful when you want to– Find the most suitable word for a

given idea

– Avoid overusing a word by finding a suitable synonym

– Find the most specific word

– Replace an abstract term

– Find slang or colloquial terms


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IMPROVING WORD CHOICE

• Homonyms – words that look or sound alike but have different meanings.

e.g. residents, residence; weather, whether; stationery, stationary

• Pseudo-homonyms are words that sound somewhat alike but have different meanings.

e.g. respectfully, respectively


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• Words With Varying ConnotationsDenotation - the dictionary meaning of a wordConnotation – the meaning readers associate with a word based on their experiences and emotionse.g. a solitary person – a wallflower; a recluse; a rugged individualist

• Use words that the reader and listener can understand and appreciate.– Use positive rather than negative words– Eliminate unnecessary words– Avoid out-of-date words (e.g. herewith; kindly – instead of please)– Avoid overused words (e.g. The adjective “good” is overused and weak.)– Avoid cliches (e.g. inasmuch as; recent communication; face up to)


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• Use Appropriate Antonyms– An antonym is a word that means exactly the opposite of another

word.

– e.g. illegible – legible; light – dark; acceptable – unacceptable

• Choose Descriptive Words– Visualize what you want to describe.

– Consult the thesaurus to find the most specific descriptive terms


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Section 7.6Mastering Spelling Techniques

GUIDES TO CORRECT SPELLING

• Final “y”– To form the plurals of common nouns ending in y:

If y is preceded by a consonant – change y to i and add es.

(company, companies; secretary, secretaries)

If y is preceded by a vowel – add s.

(valley, valleys; survey, surveys)


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• Ei and Ie Words

Use i before e

Except after c

Or when sounded like ay

In neighbour or weigh.

Exceptions:

Words in which ei makes a long e sound

(e.g. either; caffeine; seize)

And – foreign; height; forfeit


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• Endings Ful, Ous, Ally, Illy– The suffix ful has only one l

• careful, skilful, meaningful

– An adjective ending with the sound “us” is spelled ous.

• previous, obvious, various

– The ending ally has two l’s

• financially; originally, basically

– The ending ily has one l

• hastily, busily


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• Doubling a Final ConsonantWords of one syllable:– Long vowel sound – do not double (hope, hoping)– Short vowel sound – double (hop, hopping)

Words of more than one syllable:Double the final consonant if the last syllable of the base word is accented, if the vowel sound is short, and if the suffix to be added begins with a vowel.

commit, committed; regret, regretted; transmit, transmitting


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DICTIONARY ALERTS

Word BeginningsPer, Pur

persuade, purchase, permit, purpose, personal, pursuit

Ser, Sur

Serpent, surplus, serenity, surprise, service, surtax


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Word Endings

• Words ending in the sounds “unt” and “uns” (ant, ance, ent, ence)– defendant, maintenance, dependent, existence

• Words ending in the sounds “uhble” and “uhbility” (able, ible)– Changeable, availability, deductible, flexibility

• Words ending with the sound “shun” (tion, sion, cian, tian, sian, cion, xion); and the sound “shus” (cious, tious, xious)– ambition, technician, dietitian, suspicion, anxious, fictitious

• Words ending with the sound “shul” ( cial, tial) and “shent” (cient, tient)– judicial, substantial, deficient, quotient


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• Words ending in the sounds “ize” (ize, ise, yze) and “kul” (cal, cle).– apologize, enterprise, temporize, identical, particle

• Words ending in ar, ary, er, ery, or, and ory.– calendar, temporary, laboratory, debtor, stationary, stationery

• The sound “seed”sede – supersedeceed – exceed, proceed (but procedure), succeedAll other “seed” words are spelled “cede”; for example, cede, recede, precede,

intercede.


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Communicating in the Workplace Canadian Ed. 6 - Chapter 7 1 COMMUNICATING IN THE WORKPLACE Sixth Canadian Edition CHAPTER 7 SHARPENING WRITING SKILLS