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OUMH1203 ENGLISH FOR WRITTEN COMMUNICATION

Topic 6 Short Forms of Written Communication6.1 E-mails Electronic mail and is a method of composing, sending and

receiving messages over electronic communication systems. Electronic mail has evolved from only able to send short

messages to can be used to send messages and data thatcanrange from pictures to animation to programmes

Kinds of e-mails:1) Personal e-mail;

) !egitimate business e-mail;") #ubscription $approved by recipient);%) &n'no(ingly approved by recipient;

) #pamming not approved by recipient; and*) +irus mail $sent by infected systems).

&pdate and protect your systems (ith the latest virusprogrammes to assured that e-mails are clean and free from anyviruses----------------------------------------------------------------------------

6.1.1 Selecting and Narrowing Topics #elect one topic per e-mail. o one thing at a time. ot to compress everything into one e- mail. rite three

separate ones (ith three different titles. Easy for

/our reader or his secretary can read each mail and categorisethem according to his0her o(n system and priority of tas's to becompleted.

------------------------------------------------------------------------------6.1.2 To ead! epl"! Forward and #elete E-mail$a% To ead - clic' on the message sub ect.$&% To epl" Reply

1. 2lic' on the message sub ect then clic' reply

. 3eplying message screen appear and you can (rite bac' tothe sender of the message.

reply all 1. 4o send a reply to the original recipients of the message.

. &seful tool for group communication.

$c% To Forward1. 2lic' on the message sub ect then clic' for(ard

. 4his (ill ta'e you to a for(ard5essage screen and you can for(ard the messageto one or more people.

$d% To #elete 2lic' delete button to delete one message a time

(hen they are open. 2lic' chec' bo6 in bo6 vie( to delete a selection of

messages and then clic' delete eleted e-mail$s) (ill be transferred from inbo6 to

your trash folder-------------------------------------------------------------------

6.1.' E(aluating and )a*ing Notes from Sourcesof +nformation 4o ensure that your material is relevant and your

sources are ac'no(ledged. 7or(arding e-mails is great for 'eeping in contact (ith

friends and relatives ot good in the business conte6t because they may

clutter your recipients inbo6, and this gives him0hermore (or' to do to clear his0her inbo6. $(asting yourreader8s time )

,d(antages1. 9et message to the reader uic'ly

. 4hey are cheap". 4hey can carry massive amounts of information%. /ou can send a single piece of information to

several different people at once. 4hey are easy to store

6. Enable you to contact your clients or business

contacts easily

6.2 )emorandum and E ecuti(e SummariesThe memorandum communication in appropriate language that you send

to people (ho (or' (ith you$your colleagues, bosses,

(or'ers and everyone else in your organisation

,ppropriate language language that suits the purpose and conte6t

you are (or'ing in. asic ,ppropriate language

/se 0ender-neutralanguage

9ender specific actor, actress, chairman 2hair(oman, and some terms of references that are thesame mr and mrs.

4ry to use language that does not differentiate or discriminate bet(een the se6es/se Slang-free

anguage #lang is a local variation of a language or'ing in a company consisting of a multinational (or'force - avoid using too much 5anglish

Ringkasan Nota Modul daripada FKC Kumpulan 3 (2009) 1

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4ry to use the standard adopted by our school system (hen (rite memos

rofessional3

Formal Tone

1. Firstl"! courteous to fello( (or'ers for able to be sincerely courteous to people outside yourorganisation.

. Secondl" , memo is a record of the communication (ith fello( (or'ers for us in future to refer to thispiece of (riting, and bring it up in a meeting or report. $avoid embarrassment)

". Thirdl" , get support and approval from people in organisation, impressing the people in yourorganisation (ith proofread your memos for style, mechanics and content before send them. $ eversend embarrassing memos to create a positive image (ith your colleague)

Feed&ac* #hare drafts (ith your colleagues and get their comments to improve your (riting

#ure that they (ill understand (hat you (ish to convey

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Topic 4 ersuasi(e Writing

4.2 T"pe of ersuasi(e Writing

,ssertion Concession3e&uttal

roof

(hen the (riterasserts a certainopinion to thereader

state the problem orcontroversy andmay appear clearlyand succinctly.

e6pressed in thethesis statement

(riter does note6aggerate ordistort theopponent8s vie(

do not defend theopposing side butfairly andreasonably state(hat these vie(sare

presents the evidencefor the assertion

using a series of facts,e6amples, instancesand observations tosupport the argument

compellingrestatement of theassertion.

Element for good ,rguments

$a% Element Evidencen order to convince the reader to agree (ith you. /ou must

ensure that your evidence is convincing F satisfy the follo(inguestions:

Enough evidence@ 4he evidence trust(orthy@ 3eliable@

nformed, valid sources@ Evidence verifiable@

$ %Element Appeal To Authority 4o clear the uneasiness authoritative, (e must consider thefollo(ing elements. 4hey are:

easons for and urposes of ersuasi(e Writing1) 4o influence or change an audience8s thoughts or actions.

) ant people to believe us, remember (hat (e have (rittenand (ill ta'e the necessary action based on our (ritten (or'.

T"pes of easoning rocesses#eduction)ode

begins (ith a general principle or premise anddra(s a specific conclusion from it.

+nduction)ode

supports a general conclusion by e6aminingspecific facts or cases.

4he process itself,ppeal to eason argument is an appeal to person8s sense of

reason its a measured, logical (ay of trying to

persuade others to agree (ith you choose one side of an issue clearly in an

effort to persuade others,ppeal to Emotion evo'ing emotion in our reader is to use

vivid images.,ppeal to 0ood ersonalit"3Character 4he appeal to our good behaviour or our ethicscan occur at one or more of the follo(ing levelsin any argument: =re you a reasonable person@ $=re you

(illing to listen, compromise and concede


Evidence mustvalid,reliable,sufficient, trustworthyand can be verified

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o people uestion your authority on a particular sub ect@ s your e6pert opinion current or up to date@ o your peers accept and respect your opinion@ s your e6pert advice free of bias@

$C% Element Improper Evaluation Of Statistics &se them ethically, accurately F as ob ective as possible.

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e a credi&le and can &e trusted writer 1) Consider the easoning rocess and T"pes of easoning - to thin' and consider ho( he reasons out his (riting2% Choosing an ,ppropriate ;oice'% Esta&lishing Credi&ilit"

?elief your readers have regarding (hether you are a good source of information and ideashen people believe "ou are credi&le , they are more li'ely to accept the things you say.f people do not find "ou credi&le , they ma" refuse to consider your ideas seriously

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Topic < Writing and resenting roposals

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----------------------------------------------------------------

or points that a researcher has to address .

1) The filtration process for (riting a thesis proposal.

) Keep on filtering, redefine "our title and contentso that it becomes a doable pro ect.

") Tal* to "ourself H 'eep on selling your ideas toyour friends or supervisor. 4al'ing assists in

clarifying your ideas.%) Write a &rief note about your idea in one or t(o

pages, especially on your area of interest. 4ry toread through and put it aside for a moment $as if toforget about it), come bac' to it and thin' (hetheryou have done a good ob.

) ?eep on reading H spend time in the library, readthrough various te6ts and

*) ,ttend to "our areas of interest . 4a'e notes$never forget to reference the te6ts).

C) 5ull through the write-up because you might find

some things to change.D) #iscipline , (hich is sorting out the various topics

so that they are in order.

I) eferencing so that you ac'no(ledge otherpeople8s (or'.


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nes o(n employer

?usiness establishment

5ultinational companie

E6ternal sources $such as ford foundation, roc'efeller

foundation or other reno(ned sponsors)

rganise the comparison - using the point-by-point approach

. state the best choice of each comparative section

*. include a 'ey data summary in table form and provide

technical bac'groundC. iscuss the bac'ground of the problem or opportunity

D. nclude sections of definitions, descriptions

I. nclude a conclusion section

1A. nclude a recommendation section

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A.1 esearching for a aperesearch apers #ocumented Essa"s

#tudents search for and use outside

sources to support their main argument.

#ources are cited (ithin the paper

Publication information about each

source or reference is included at the

end of the paper in a a (or's NcitedO

page.

#tudent uses uotes

from one or more

sources that he or

she has read in a

class.

A.2 What is a esearch aper 1. ,n e tended essa" that summarises information about a

particular sub ect in order to prove a point.

. , sustained in=uir" about a particular sub ect

". 3esearch paper not an Benglish assignment

%. , tool for the student to use as he e6plores one of the

content areas of the curriculum something he is

interested in.

A.' Choosing a Topic0enerall" 3ead the assignment very carefully and select a topic or a

thesis that fits (ithin the assignment 2hoose topic that you are interested F capable of ade uately

pursuing in the space you have =void topics that too broad or too narro(. ?etter to do something more narro(ly focused

?e" feature of successful research. @ou need to choose a topic that1. 7ulfills the course re uirements; and

. s doable.".

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. ays to research or analyse methodolog"'. esearch

nclude loo'ing up other research on the same or similartopic4o find out (hat other people have said about it.2an help you prove your thesis, clarify your methodologyor even find contrary opinions you need to disprove

esearch Suggestions.#tart >ut by 3eading a 9eneral #tudy or 4(o on /our #ub ect4reat 3esearch !i'e a etective #tory!oo' at the 5ost 3ecent ?oo's and Journal =rticles 7irstPhotocopy mportant 5aterial

A.: esearch Sources1% eference Wor*s materials in the reference room are valuable resources for

beginning to structure the basic outline or your topic. !anguage

encyclopedias and dictionaries are one of the many resources

2% oo*s >&5 +irtual #ystem $+!#)

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1'% Citationa) 4o Gcite8 is to point to evidence, authority or proof.b) need to collect and assemble details of (here your

information came from and note this in your te6t.c) 2iting to protect ourselves against charges of plagiarism.

t is also vital to: prove that our (or' has a substantial, factual basis; sho( the research (e have done reaches our conclusions allo( our readers to identify and retrieve the references for

their o(n use.d% There are two main st"les of citing

pposing nformation ts useful to strengthen your position on an issue. nclude opposing information

&seful tactic to persuade the reader to ta'e your side .

A.< The Craft of Note-Ta*ing >ne note card should be used for each ma or point nformation incidentbe (ritten in a corner of the note card

$name of boo' or article, place and year published andpublished company.

process of note-ta'ing.$a% E amine the oo*s and ,rticles #'im sources, locating useful material, then ma'e good

notes of it,. $icluding uotes F nformation for footnotes. ) 5a'e these notes on separate cards for each author.$&% Ta*e Care in Note-ta*ing ?e accurate and honest.$not distort the author8s

meaning.) do not (ant to collect only those things that (ill support

your thesis (hile ignoring other facts or opinions.$c% 0et the ight ?ind of )aterial 9et facts, not ust opinions. 2ompare the facts (ith the author8s: deas

opinions,/eliberations, uotations,Closure conclusions .


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A.

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A.11 Writing @our esearch aper in Four StepsStep 1 Select a aper Topic 4opic (hich is of interest to you

2onsult your course instructor or tutor you are (riting the paper for before you see the advisor.Step 2 ocate ele(ant ,cademic

iterature eepen the understanding of your chosen topic 3evie(ing the e6isting literature

Step ' )a*e an ,rgument >rganise your thoughts, present them logically and provide evidence to bac' them up. ?e detailed and cite sources and specific things you have found to clearly ground your argument =nticipate counter- arguments or counter-evidence and to argue against those in your paper =void errors in generalisations or appeals to emotions.

Step 7 Support @our ,rgument with

E(idence

9ood argument is only as good as the evidence that supports it !ibrary research advisor can assist you E6amples of evidence to support an argument transcripts of intervie(s and speeches by

officials, !egislative acts, court decisions, internal memos and other official documents

A.12 eferencing and Editingeferencing

#ho( evidence of (hat an author has said; =void misrepresentation through restatement #ave unnecessary (riting (hen ideas have been (ell-

e6pressed by the original author

Editing1) Editing is the process of refining a piece of (riting so that

it suits a particular purpose. t gets your document readyto do its ob $?andy, AA%).

) 4o reveal hidden mista'es and (ill ensure that your bestpossible (or' is being submitted.

") 7ind and eliminate all common mista'es from thedocument as previously stated

%) Proper editing cures inconsistent statements, ambiguities,poorly (ritten sentences and (ea' (ord choices.

Three t"pes of editing1. Su&stanti(e Editing - deal primarily (ith the content and

message of the copy.. St"listic Editing - focuses on matters specifically related to

the actual (riting, such as clarity, flo(, sentence length and(ord selection.

". Cop"editing - focus on grammar, internal inconsistencies,

headline (riting and spelling.

,ccording to and"! once "ou ha(e finished writing thedocument! "ou can ta*e the following steps :1) 3un spell-chec'.

) !et it rest, then read for sense and tone.") 3eread bac'(ards for the follo(ing common mista'es $invalid

sentences, non-parallel constructions, bad apostrophes and(rong (ords).

%) 3un spell-chec' again

Topic 1G Writing Colla&orati(el"1G.1 Stages in Colla&orati(e Writing $Three stages%

The+n(entionStage

!earners are engaged in preliminary discussions ofideas and approaches usingNote sharing ?rainstorm about the topics first then trade notes

and materials (ith the othersreliminar" de&ating

Prepare a debate0idea on a topic 9roup members gather support for their positions,

(hich then becomes shared materials for papers.The#raftingStage

Three modelsChun* mode - divides the (riting of a pro ect intosections.9ood everyone involved?ad-result in an incoherent paper

lended model -learners be present in the same placeand discuss every aspect of the paper Compiler model -each group member does the (holeassignment, final best product be selected to create thefinal draft.

Thee(ision

Stage

9roup members have to revise the paper 1) 4he group members can revise one anotherGs

drafts.) 4he best (riter of the group can become the chief

editor of the draft.") >ther group members can give comments or

suggestions.

,ndrew ooth $2GG2% di(ides colla&oration into two t"pes


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1G.2 Team Communication Effective (riting teams 'no( (hat they intend to accomplish. 4hey 'no( their responsibilities, resources, strengths and

(ea'nesses and 'no( ho( to communicate (ell. ?ut such problems can include:

1) unsatisfactory negotiations;) non-ac'no(ledgement of ideas0opinions;

") over- ealous editing;%) missed deadlines0non-delivery; and

) non-understanding of sub ect matter

1G.' Team uilding Practising democracy is another aspect of team building. Every member needs to be given the chance to spea' and

respect must be sho(n for each person8s ideas or opinions. 5ore creative energy as (ell as better uality product (ill

emerge as a result of team- (or'. #tudents (or'ing as a team (ill ma6imise use of resources

and improve their profile.

1G.7 ,nal"sis of Tas* 4he group must analyse the tas' to be done so that each

member has the same interpretation. 4hey must consider the ma or uestions to be ans(ered

concerning the (riting pro ect.

1G.: )anagement of Time3Writing3#ocuments# Time - deadlines affect group (riting tas's constantly# Writing - bulletin board to sho( the (riting cpmpleting

progress, using a type of story-board format to post sectionsof the (or' tself.

# #ocumen t - an outline of the steps that (ill occur in the(riting process

hen all done, they must ma'e decisions

1% 0roup (ersus +ndi(idual Wor* decide activities to be done by group and by individual group

members2% E=ui(alenc" of a Tas*

Each group member have an e ual amount of (or' complete the ob as uic'ly as possible and (ill ensure

fairness'% est /se of +ndi(idual S*ills

5atch up individual s'ills (ith a ob that utilises those s'ills. f group members are comfortable (ith each other, they (ill be

less hesitant to state their o(n strengths and (ea'nesses.

1G.6 )anaging Colla&orati(e Writing ro>ects

1G.4 ractice in Writing Step- "-Step+nstructions

# evelop a style and format guide at the very beginning of the(riting pro ect.

# uestions to consider1) hat style guide@ hich spelling conventions@

) hat si e for font type, margins and headings @") ill abbreviations be allo(ed and (hich ones@%) hich technical terms necessary to define@

) ill processes be e6plained in point form or paragraphform@


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1G.< Conflict )anagement

9roups need to face these conflicts (ith patience,

understanding and respond to them directly

4a'e steps to resolve the conflict as soon as they become

a(are that it e6ists

Process

7ind the source of the problem

hat is the issue

here did it come from

ho started it

1G.A Colla&orati(e Writing ractice

9roup members need to 'no( (hat they are supposed to do

follo(ing is an e6ample of a group pro ect

9et students to (or' as a team to brainstorm, research,

outline, draft and revise the material (hich (ill be submittedto the tourism board

1G.1G reparing )anuals and 9ther Forms of

Team Writing# 9uidelines in the manual should be clear, straightfor(ard

and easy to understand

# 9uidelines to be considered (hen preparing a manual:

1) Purpose

) =mount of detail") ther appriopriate consideration

1G.12 Writing as a 0roup

riting collaboratively tends to ta'e a bit more time than

(riting alone.

Each (riter might have different ideas on (hat to (rite, ho(

to (rite and ho( much to (rite.

9roup should lay out a detailed series of deadlines and

dates for meeting in order to eliminate as much of the last-minute rush as possible.

2ollaborative (riting also has the potential to be far superior

to individual (riting, because

4he (ea'nesses and inade uacies of individuals are

chec'ed upon by one another

4he strengths of the individuals are pooled together.

Tips for

I)

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Written Com(6 10)